Collection

2020 First-Year Engineering Experience

Authors

Ashish D Borgaonkar, New Jersey Institute of Technology; Chizhong Wang, New Jersey Institute of Technology; Moshe Kam P.E., New Jersey Institute of Technology; Jaskirat Sodhi, New Jersey Institute of Technology

four rooms and each room was assigned 10-12 groups. • Each group within a classroom had all unique topics (no repetition within a classroom). • All debate presentations were designed to be 6-8 minutes of presentation time followed by 2-3 minutes for a Q&A session. All groups were given oral and written feedback onPart 3 – Student Debate their presentations.Presentations • All groups made debate-style presentations that were graded based on a pre-decided(2 Weeks) rubric. The grading rubric focused on how well the debating groups explored the conflict

Collection

2020 First-Year Engineering Experience

Authors

James Lenn, Wayne State University; Fatmir Menkulasi P.E., Wayne State University; Marcis Jansons P.E., Wayne State University; Jessie Mazin Yousif-Dickow; McKayla Kleinschrodt; Jeffrey Potoff, Wayne State University

Tagged Topics

Diversity

Incorporating SECMsLearning OutcomesImplementation of the current approach incorporates two new learning objectives and removesone, as shown in table 2.Table 2. Affected Learning outcomes and assessment Learning Outcomes Affected by Current Approach Assessment Read and create engineering drawings and models Added HW, Q, P, Ex Use plastic 3D printing to create functional objects Added HW, P Develop and implement simple algorithms and programs Removed HW, Q, PThe assessment methods listed in table 2 are: HW-Homework, Q-Quizzes, P-Team Projects, Ex-Exam.Future PlansThis course has been met with a high level of enthusiasm from both students and faculty. Thestudents had the

Collection

2020 First-Year Engineering Experience

Authors

Mary Katherine Watson, The Citadel; Simon Thomas Ghanat P.E., The Citadel

. Significant interactions and/or maineffects were identified at a significance level of p < 0.05. Required assumptions were verified,including [19]: (1) There were no outliers, as assessed by examination of studentized residualsfor values greater than ±3; (2) Normalized self-efficacy scores were normally distributed, asassessed by Normal Q-Q Plots; (3) There was homogeneity of variances, as assessed by Levene'stest of homogeneity of variance (p > 0.05); and (4) There was homogeneity of covariances, asassessed by Box's test of equality of covariance matrices (p > 0.05).ResultsSelf-Efficacy and Gender: Math self-efficacy increased more for females, as compared to males,over their first academic semester. Indeed, we found a statistically

Collection

2020 First-Year Engineering Experience

Authors

Sherif Abdelhamid, Virginia Polytechnic Institute and State University; Mona Aly, Arab Academy for Science,Technology and Maritime Transport; Andrew Katz, Virginia Polytechnic Institute and State University

Gain Business Value,” MIS Q. Executive, 2010.[2] S. Jamison-Powell, C. Linehan, L. Daley, A. Garbett, and S. Lawson, “‘I can’t get no sleep’: discussing #insomnia on twitter,” in Proceedings of the SIGCHI Conference on Human Factors in Computing Systems, Austin, Texas, USA, May 2012, pp. 1501–1510.[3] S. E. M. Abdelhamid, C. J. Kuhlman, G. Korkmaz, M. V. Marathe, and S. S. Ravi, “EDISON: a web application for computational health informatics at scale,” in Proceedings of the 6th ACM Conference on Bioinformatics, Computational Biology and Health Informatics, Atlanta, Georgia, Sep. 2015.[4] A. Johri, H. Karbasian, A. Malik, R. Handa, and H. Purohit, “How Diverse Users and Activities Trigger Connective Action via Social Media

Collection

2020 First-Year Engineering Experience

Authors

Junfei Li P.E., The University of Texas Rio Grande Valley; Jaime Ramos-Salas, The University of Texas Rio Grande Valley; Cara Li, Carnegie Mellon University

platform Q# Statement with 5 ratings Expected Expected 1=strongly disagree 2=disagree 3=neutral 4=agree 5=strongly agree Rating Score Re Se Q1 FPGA class demos by the instructor have been helpful for my learning. 5 1 Q2 FPGA online lab exercises have been useful. 5 1 Q3 My FPGA interface is intuitive. 5 1 Q4 I cannot relate FPGA to real life. 1 -1 Q5 FPGA interface is confusing

Collection

2020 First-Year Engineering Experience

Authors

Joie Marhefka, Penn State New Kensington; Dalynn D Park, Penn State New Kensington; Laura E Cruz, Penn State

. Learn., 2008, doi: 10.7771/1541-5015.1080.[27] N. E. Betz, M. S. Hammond, and K. D. Multon, “Reliability and validity of five-level response continua for the career decision self-efficacy scale,” J. Career Assess., 2005, doi: 10.1177/1069072704273123.[28] M. J. Miller, K. S. Roy, S. D. Brown, J. Thomas, and C. McDaniel, “A confirmatory test of the factor structure of the short form of the career decision self-efficacy scale,” J. Career Assess., 2009, doi: 10.1177/1069072709340665.[29] N. E. Betz, “Counseling Uses of Career Self-Efficacy Theory,” Career Dev. Q., 1992, doi: 10.1002/j.2161-0045.1992.tb00352.x.[30] A. Yadav, D. Subedi, M. A. Lundeberg, and C. F. Bunting, “Problem-based learning: Influence