Technology. [Online]. Available: https://www.engtech.org/docs/jet/Editorial-Policy.pdf [Accessed: Jan. 21, 2019].[3] Ian Rogers, The Google Pagerank Algorithm and How It Works [Online] http://www.cs.princeton.edu/~chazelle/courses/BIB/pagerank.htm [Accessed: Jan. 31, 2019].[4] Scimago Journal & Country Rank, Journal of Engineering Technology [Online] https://www.scimagojr.com/journalsearch.php?q=12487&tip=sid&clean=0 [Accessed: Jan 21, 2019][5] Scimago Journal & Country Rank, Engineering, Engineering (miscellaneous), United States, Journals, 2017. [Online]. Available: https://www.scimagojr.com/journalrank.php?category=2201&country=US&type=j&page=2 &total_size=115 [Accessed: Jan. 12, 2019].[6
= 0.00245). Figure 2: Q-Q Plot ExampleR syntax: coffee=c(9.9, 9.7, 10.0, 10.1, 9.9, 9.6, 9.8, 9.8, 10.0, 9.5, 9.7, 10.1, 9.9, 9.6, 10.2, 9.8, 10.0, 9.9, 9.5, 9.9) qqnorm(coffee) qqline(coffee) t.test(coffee,mu=10)Example 2:A study was conducted to examine the effect of pets in stressful situations. Subjects wererandomly assigned to each of three groups to do a stressful task alone (the control group), with agood friend present, or with their dog present. The subject’s mean heart rate (in beats perminutes) during the task is one measure of the effect of stress. The data has the mean heart ratesduring stress with a pet (P), with a friend (F) and for the control group (C).Result: The
the frequencies and becomes an inductor in anarrowband near acoustic resonance. The area of the resonator electrodesdetermines the capacitor Co, the thickness of the Piezoelectric filmdetermines the frequency expressed in BVD as LC resonance, whereCm = 4 Co Kt2 / 𝜋2Lm = 1 / 𝜔 2 CMRm = 𝜔 Lm / QWhere Cm, is the motional Capacitance that represents the elasticity of theresonator, Lm is the motional Inductance that represents the mass, Rm is theacoustic energy loss and Co is the clamped capacitance between the twoelectrodes of the resonator. The electro mechanical coupling coefficient (Kt)and quality factor (Q), can be given asKt = (𝜋2 /4) ((fP - fS) / fP )Q = 2 𝜋 fS L / Rwhere fs is the resonance frequency and fp is the anti resonance
faculty surveyed, tenure-track faculty showed a higher level of engagement (45%) thantheir tenured colleagues as well as the adjunct faculty, where about 32% of either group areengaged. While a number of factors affected the faculty’s perception towards engagement in theworkplace such as job security, workload and compensation, a major reason for the difference inthe engagement between tenure-track faculty and the others is the institution’s effort in mentoringand providing professional development. Clearly, the Inside Higher Ed Survey results indicatedsignificant needs for higher education institutions to take steps to increase faculty engagement.However, published research work in this area has been quite limited. In [3], Kathryn Q
warehouse employee performance: A dyadic perspective in the distribution industry,” Hum. Resour. Dev. Q., vol. 14, no. 4, pp. 435–458, 2003.[12] A. D. Ellinger, A. E. Ellinger, D. G. Bachrach, Y. L. Wang, and A. B. E. Baş, “Organizational investments in social capital, managerial coaching, and employee work- related performance,” Manag. Learn., vol. 42, no. 1, pp. 67–85, 2011.[13] P. King and J. Eaton, “Coaching for results,” Ind. Commer. Train., vol. 31, no. 4, pp. 145– 151, 1999.[14] R. D. Evered and J. . Selman, “Coaching and the art of management,” Organ. Dyn., vol. 18, pp. 16–32, 1989.[15] F. F. Fournies, Coaching for improved work performance. Kansas City, MO: Liberty Hall Press, 1987.[16] R
(Instrument and VR)To check whether a significant difference between score means, a paired samples t-test wasperformed. To test the normality assumption, Shapiro-Wilk normality test was conducted on thescore differences for the matched-pairs along with the test statistic and p-value found to be, W =0.925 and p = .121 respectively. Figure 11 displays the Q-Q plot for the score differences. Bothtest and plot suggested that the distribution of data was not significantly different from the normaldistribution. Figure 11: Normal Q-Q Plot of DifferenceThe result of paired samples t-test confirmed that there was no significant difference betweenstudents’ score via the ST skills instrument and students’ score via VR complex system
nature. While we will ask about the presence of the other courses in yourcurriculum, our topical questions areprimarily focused on courses of this type.Q1.15 Of the ${Q1.11/ChoiceGroup/SelectedChoices} "Physical Chemistry orThermodynamics" courses that you indicated your students take above, how many are"Thermodynamics" courses (either General or Chemical Engineering), by the above definitions?▼ 0 ... 5 or moreDisplay This Question: If Of the ${q://QID70/ChoiceGroup/SelectedChoices} "Physical Chemistry orThermodynamics" courses th... != 0Q1.16 You indicated that students take at least one Thermodynamics course. In the standardcourse sequence, when do students typically take the first/only Thermodynamics course?o1st semester / quarter 1st
... 13 7. Other comments or suggestions I have are… 8The open-ended survey questions in Table 4 elicited a wide variety of responses from the 14students in this Fall 2018 EMAG class. Their most common responses to Q#4 was a suggestionalong the lines of “providing more guidance on the creativity to be put into the alternativedesign” (6) or a “less complicated circuit” (2). Seven other suggestions were made by onestudent each. The most frequent responses to Q#5 were related to “how a metal detector works”(3) or “understanding the Arduino and/or its language” (2) or “how metal and permeability affectinductance” (2). Sixteen other comments were made by one student each. In response to Q#6,several students
hours each, over the course ofhalf a semester. Prior to Spring, 2019, LCs occurred twice a week for an hour each. The changeto two-hour LCs is expected to be more effective by allowing more time for learning activities,field trips, etc. LCs are generally flipped classroom style and are generally interactive, rather thanlecture-based. For each hour in a learning conversation, students generally spend two additionalhours outside of the meeting. By the end of a semester, students will have spent 40 hours on thecompetency, which is the requirement to earn one technical credit. Teachers scaffold the students’self-directed learning. A basic outline of a learning conversation is 10 minutes of Q & A, 60minutes of learning or retention activities
hands-onopportunity for the students to better understand the forces exerted on surfaces by moving flowsusing the momentum theory.This current work presents the laboratory setup and the implementations of the two laboratoryexercises, the designed Q&As, as well as the students’ performance before and after theintroduction of the two laboratory exercises.1. PhET Buoyancy Online Simulation Laboratory ExerciseAn object is subject to the buoyant force whenever it is floating on or is completely submerged inthe fluid. Buoyancy is the tendency of a stationary fluid to exert a supporting force on a bodyplaced in the fluid [2]. Based on the authors’ teaching experiences, many MET students havedifficulties to solve buoyancy related problems
outlined in Table 3. A baseline is necessary for comparison of responsesto these survey questions from a non-OER offering of the course. This will be done once peracademic year, either from a non-OER section of the course at the same institution or a non-OERoffering of the same (or similar) course from a nearby institution.Table 4. Survey questions for evaluation of impacts of OER implementation. Q# Question Choices 1 In general, how often do you purchase Never (1) the required texts for the courses you Rarely (2) take? About Half the Time (3) Often (4
{ /∗ Sample t i m e : [ 0 . 0 0 0 1 s , 0 . 0 s ] ∗/48 rate monotonic scheduler () ;49 }5051 /∗ S−F u n c t i o n ( c 2 8 0 x g p i o d o ) : ’/ D i g i t a l Output ’ i n c o r p o r a t e s :52 ∗ C o n s t a n t : ’/C o n s t a n t ’53 ∗/54 {55 i f ( V F Closed loop Experiment P . Constant Value )56 GpioDataRegs . GPASET . b i t . GPIO7 = 1 ;57 else58 GpioDataRegs . GPACLEAR . b i t . GPIO7 = 1 ;59 }6061 /∗ S−F u n c t i o n ( c 2 8 0 x q e p ) : ’/eQEP ’ ∗/62 {63 V F C l o s e d l o o p E x p e r i m e n t B . eQEP = EQep1Regs . QPOSCNT; /∗eQEP P o s i t i o n C o u n t e r ∗/64 }65 }6667 /∗ Model s t e p f u n c t i o n f o r TID1 ∗/68 v o i d V F C l o s e d l o o
.[11] R. Deng, P. Benckendorff, and D. Gannaway, “Progress and new directions for teaching and learning in MOOCs,” Computers & Education, vol. 129, pp. 48-60, 2019.[12] Q. Li, Q and R. Baker, “The different relationships between engagement and outcomes across participant subgroups in Massive Open Online Courses,” Computers & Education, vol. 127, pp. 41-65, 2018.[13] C. C. Gray and G. Perkins, “Utilizing early engagement and machine learning to predict student outcomes,” Computers & Education, vol. 131, pp. 22-32, 2019.[14] H. Qu and Q. Chen, “Visual analytics for MOOC data,” IEEE Computer Graphics and Applications, vol. 6, pp. 69-75, 2015.[15] A. F. Wise, “Designing pedagogical interventions to support student
. Sem + MEB MEB only Avg. Avg. Q# Question text p<0.05 p<0.05 Change Change I am confident I will obtain an undergraduate Q1 0.24 -0.68 * degree in engineering. I am confident I will obtain an undergraduate Q2 -0.16 -0.91 * degree in chemical engineering. Q3 I know what chemical engineering is. 1.36
andsurface properties of new materials. A model consisting of several standard test methods waspresented in this paper. The equipment is used to perform the presented tests are the same as thatused for conventional materials and usually available in material science labs of universities.References[1] Y. Huang, M. C. Leu, J. Mazumder, and A. Donmez, "Additive manufacturing: current state, future potential, gaps and needs, and recommendations," Journal of Manufacturing Science and Engineering, vol. 137, no. 1, p. 014001, 2015.[2] S. Bland and N. T. Aboulkhair, "Reducing porosity in additive manufacturing," Metal Powder Report, vol. 70, no. 2, pp. 79-81, 2015.[3] J. R. C. Dizon, A. H. Espera Jr, Q. Chen, and R. C. Advincula
Writing Exercises in Fluid Mechanics Textbooks. Proceedings of the ASEE Annual Conference & Exposition.4. Timmerman, B. E. C., Strickland, D. C., Johnson, R. L., & Payne, J. R. (2011). Development of a ‘universal’ rubric for assessing undergraduates’ scientific reasoning skills using scientific writing. Assessment & Evaluation in Higher Education, 36(5), 509–547.5. Gotch, C. M., Langfitt, Q., French, B. F., & Haselbach, L. (January 01, 2015). Determining Reliability of Scores from an Energy Literacy Rubric. Proceedings of the ASEE Annual Conference & Exposition.6. Gammon-Pitman, R. W., & Nocera, T. M. (June), Board 22: Work in Progress: Improving Biomedical Engineering Student Technical Writing through Rubrics
project we wished to do or have been able to create something of our own instead of having to build a certain project based on the group we were in. • We were taught more about coding and arduino before the project. • the project allowed for more creativity and innovation • that we had more lessons about coding • There were more projects with building a device • that we were actually taught the material instead of having to google answers and help.References1. Yock, Paul G., Stefanos Zenios, Josh Makower, Todd J. Brinton, Uday N. Kumar, FT Jay Watkins, Lyn Denend, Thomas M. Krummel, and Christine Q. Kurihara. Biodesign: the process of innovating medical technologies. Cambridge University Press, 2015.2. Giacomin
identify an opportunity application and to generate contents for poster • 3rd class – 1) team to set up poster (3 min), 2) team to view/study posters (8 min) (gallery walk), 3) presentation (3 min – one representative each team) with Q&A (3 min), 4) voting (2 min), 5) debriefing/reflection (*deliverable: poster) • Team to submit a tech brief (a week) (*deliverable: tech brief)Pilot Implementation AssessmentThe module was first implemented in Spring 2018 term in the Introduction to Robotics course.The class comprised 12 students (1 woman, 12 men), all juniors and seniors MEs. Overall, the3-stage deployment structure as well as in-class activities worked out as envisioned.To assess the efficacy of the module, the
leading or lagging power factor:______________________________________________________________________________E=phasor(100, 0); R=6 XL=7ZR=phasor(6, 0);ZL=phasor(7, 90); XC=15ZC=phasor(15, -90); 0 I E=100ZT=ZR+ZL+ZC; %total impedance phasorZT=add_graph(ZR, ZL, ZC, ZT)I=E/ZT;%calculate the current phasor using ohm’s lawphplot([ I, ZT]) Fig. 3 (a)% calculations of apparent power S,%reactive power Q, real power% P, and
transients in the pressure of the pipes supplying the apparatus. These drifts and fluctuations are disturbances that the control system must reject.2. Lab experiments This section describes three of the many possible student lab experiments that could be performed with this apparatus, from the very basic to the very advanced.2.1.Valve coefficient Flow (q) through a constriction is proportional to the square root of the pressure drop (ΔP) across the constriction q = Cv ΔP0.5, (3) where Cv is a constant (see [19], eq. 2.3.3). Water is allowed to drain from the tank of the apparatus through a small hole (the constriction) and the pressure drop
hours (gray), 4-8 hours (diagonals), 8-12 hours (dotted), or more than 12 hours per week (white). Table 6. Summary of Tukey HSD results for weekly effort groups with statistically significant differences. Self-Concept Group 1 Group 2 Q statistic p-value Confidence < 4 hours 12+ hours 3.833 0.035 Motivation < 4 hours 4-8 hours 5.479 0.001 Motivation < 4 hours 8-12 hours 6.072 0.001 Motivation < 4 hours 12+ hours 5.892 0.001
. Survey Statement ChoicesQ1 I would rate my knowledge of HDL and digital Poor (0), Fair (1), Satisfactory systems design knowledge at the start of the course (2), Very Good (3), Excellent (4)Q2 I would rate my knowledge of HDL and digital Poor (0), Fair (1), Satisfactory systems design knowledge at the conclusion of the (2), Very Good (3), Excellent (4) courseQ3 Writing detailed and descriptive comments in my HDL Strongly disagree (-2), Disagree descriptions helped me to learn. (1), Neither disagree or agree (0), Agree (+1), Strongly agree (+2)Q4 I would have rather had traditional Q
thread and digital twin are demonstrated. In the future, we willcontinue to build the laboratorial tools and environment for digital twin, and then integrate andevaluate these tools in the Manufacturing Engineering curriculum.AcknowledgementThis material is based upon work supported by the National Science Foundation under Grant No.1818655. Any opinions, findings, and conclusions or recommendations expressed in this materialare those of the author(s) and do not necessarily reflect the views of the National ScienceFoundation. 4Reference1 Devarshi Shah, Jin Wang, Q. Peter He, Austin Hancock, Anthony Skjellum
; Exposition, Indianapolis, IN, 2014.[3] Q. Dunsworth and Y. Wu, "Effective Review of Prerequsites: Using Videos to Flip the Reviewing Process in a Senior Technical Course," in Proceedings of 125th ASEE Annual Conference & Exposition, Salt Lake City, Utah, 2018.[4] Z. Jiang, A. W. Maxwell and Z. H. Merchant, "Using Mobile Learning to Improve Low Success Rate in Engineering Courses," in Proceedings of the 125th ASEE Annual Conference & Exposition, Salt Lake City, Utah, 2018.[5] C. J. Brame, "Effective educational videos," 2015. [Online]. Available: https://cft.vanderbilt.edu/guides-sub-pages/effective-educational-videos/. [Accessed 3 February 2019].[6] "Learning Glass," [Online]. Available: https://www.learning.glass
role played by the ASCE technical institutes in managing the civil engineering specialty areas.Many nuances in the model’s design reflect these considerations. Below, we explain therationale for these nuances through a series of questions (Q:) and answers (A:).Q: How will the proposed board certification process for the BCCEP ensure that candidates for certification have actually fulfilled the CE-BOK?A: As shown in Table 1, the CE-BOK outcomes in the cognitive domain are achieved through undergraduate education (UG), postgraduate education (PG), and mentored experience (ME). The proposed board certification process would validate the achievement of these outcomes as follows: • By verifying that the candidate is a licensed PE
,“Asystemsapproachtomodelingcommunitydevelopmentprojects,”Momentum Press,NewYork,NewYork. 8. INCOSE, 2015, “Systems Engineering Handbook: A Guide for System Life Cycle Processes and Activities,” John Wiley & Sons, Inc., Hoboken, New Jersey. 9. United Nations, 2015, “Transforming our World: The 2030 Agenda for Sustainable Development,” Resolution 70/1 adopted by the General Assembly, New York, New York. 10. Mihelcic, J., Naughton, C.C., Verbyla, M.E., Zhang, Q., Schweitzer, R.W., Oakley, S.M., Wells, E.C., and Whiteford, L.M., 2017, “The Grandest Challenge of All: The Role of Environmental Engineering to Achieve Sustainability in the World’s Developing Regions,” Environmental Engineering Science, 34(1):16-41. 11. Jung Typology
(0)#define b (1)#define c (2)#define d (3)#define e (4)#define f (5)#define g (6)#define h (7)#define i (8)#define j (9)#define k (10)#define l (11)#define m (12)#define n (13)#define o (14)#define p (15)#define q (16)#define r (17)#define s (18)#define t (19)#define u (20)#define v (21)#define w (22) #define x (23) #define y (24) #define z (25) void printVR(uint8_t *buf) { Serial.println("VR Index\tGroup\tRecordNum\tSignature"); Serial.print(buf[2], DEC); Serial.print("\t\t");if(buf[0] == 0xFF){ Serial.print("NONE"); }else if(buf[0]&0x80){ Serial.print("UG "); Serial.print(buf[0]&(~0x80), DEC); }else{ Serial.print("SG "); Serial.print(buf[0], DEC); } Serial.print("\t"); Serial.print(buf[1], DEC); Serial.print("\t\t
] Presentación Oficial del Proyecto Globo Sonda. (2017, January 25). Retrieved from http://www.pol.una.py/?q=node/1164 [6] Sreejith A.G., Mathew J., Sarpotdar M., Mohan R., Nayak A., Safonova M., Murthy J. (2014) A Raspberry Pi-Based Attitude Sensor. Journal of Astronomical Instrumentation, 3, 1440006: 1-10 [7] Con éxito, rescatan vector del primer globo sonda paraguayo. Diario La Nacion. (2017, January 27). Retrieved from https://www.lanacion.com.py/2017/01/27/exito-rescatan-vector- del-primer-globo-sonda-paraguayo
complaint about the lab, and what would be your biggestcomplaint about the lab manuals?The lab room has a time limit and it is not always available. Also, the lab manuals didn’t have detailedsteps of labs.Q (5) How well do you feel the B&R trainers fit in with the lab? What PLC features would youhave liked to have seen added to this course?The HMI part should have been introduced earlier during the semester so that the students wouldhave enough time to become familiar with it.The scale of question 6 through 14 is as following:Not at all – 0 1 2 3 4 5 6 7 8 9 10 - Extremely well Q Avg. 6 How well did the labs introduce
describes, credit is based upon the scope and rigor of the course consideringBloom’s Taxonomy created in 1956 and revised in 2001 [11].For example, the learning objectives of “remembering” or “understanding” generally implyvocational or lower division credit associated with course breadth, whereas “create” or“evaluate” may be more appropriate to upper division courses implying depth in coursecontent. The figure below provides an example of a course review and shows the course topics,content description and credit recommendations.Figure 1: Bloom’s Taxonomy, Vanderbilt University Center for TeachingSource:https://www.google.com/search?q=blooms+taxonomy&rlz=1C1FERN_enUS686US686&tbm=isch&tbo=u&source=univ&sa=X&ved