Collection

AEE Journal

Authors

Mansour Karkoub; Chun-Lin Yang; Wael Karkoub; Moutafa Raslan

report reflecting on the shortcomings of the lumped mass method and suggest ways to improve the accuracy of the models developed using this technique; (AT-2) Prepare a short presentation to discuss the speed time response of the car using the lumped mass method and provide extrapolated alternatives to improve the accuracy of the response, etc. 3.Develop rubric(s) to evaluate the assessment tasks (ATs) and the level of attainment of the ILOs with emphasis on deep learning criteria using the SOLO technique. 4.Supervisors of the UCCRP must observe that, as the student progresses in the project, his/her learning outcomes display deeper understanding of “modeling of dynamic systems” or con- cept “lumped mass technique

Collection

AEE Journal

Authors

David Reeping; Lisa McNair

report reflecting on the shortcomings of the lumped mass method and suggest ways to improve the accuracy of the models developed using this technique; (AT-2) Prepare a short presentation to discuss the speed time response of the car using the lumped mass method and provide extrapolated alternatives to improve the accuracy of the response, etc. 3.Develop rubric(s) to evaluate the assessment tasks (ATs) and the level of attainment of the ILOs with emphasis on deep learning criteria using the SOLO technique. 4.Supervisors of the UCCRP must observe that, as the student progresses in the project, his/her learning outcomes display deeper understanding of “modeling of dynamic systems” or con- cept “lumped mass technique

Collection

AEE Journal

Authors

Jung-Hoon Sul; Zhongxiao Peng; Nicole Kessissoglou

paper describes the evolution of a mechan-ics course in the School of Mechanical and Manufacturing Engineering at the University of New SouthWales using blended learning. Significant changes were implemented to (a) reduce the administrativeburden associated with the large number of students, (b) maintain student interest and engagementthroughout the semester, and (c) successfully deliver the learning outcomes. Student participation wasobserved to increase with integration of additional information and communication technology, as wellas implementation of online assessments into the course structure. Surprisingly, implementation of theblended learning did not improve student academic performance in the summative assessments. Thispaper reflects

Collection

AEE Journal

Authors

Martha Liliana Torres-Barreto; Ginna Paola Castro Castaño; Mileidy Alvarez Melgarejo

onachieving significant and lasting learning over time (Agelot 2001; Estévez 2002; A. Ontoria, Gómez,and Molina 2006; A. O. Ontoria 2006). Those teaching strategies become important to understandhow the procedures that an agent uses consciously and adaptively, may accompany the learningprocess (Diaz Barriga and Hernandez Rojas 2002), and how they combine the interests, efforts, andaccomplishments of the actors to achieve the comprehensive education of students (ACODESI 2002).In any case, these researches seem to coincide in the fact that argumentation, critical reflection,concepts construction, dialogue between peers, didactic interrogation and collaborative learningmust be incorporated in every teaching-learning strategy (Corredor, Pérez, and

Collection

AEE Journal

Authors

Jenna L. Mueller; Mary Elizabeth Dotson; Jennifer Dietzel; Jenna Peters; Gabriela Asturias; Amelia Cheatham; Marlee Krieger; Baishakhi Taylor; Sherryl Broverman; Nirmala Ramanujam

substantive analyses of big questions in theglobal health space. During the first half of the semester, labs focused on teaching students theengineering skills needed to build a renewable energy-based flashlight as well as measurement andtesting techniques. During the second half of the semester, labs were dedicated to prototyping andtesting solutions designed to address a specific community need that is reflected in the SDGs. Theyidentified this need by engaging with key community stakeholders.Deliver Phase - Implementation of a Curriculum that Integrates Design Thinking, Engineering­Concepts, and a Community Relevant SDG at a Partner Site Undergraduate students in BME 290 designed light-based solutions that fulfilled specific ­communityneeds. A

Collection

AEE Journal

Authors

Katie Schneider; Amy Martin; Terri S. Hogue

schools that serve high percentages of low-income students”; 4.the most effective professional development programs include a content focus and have “­sufficient duration to allow repeated practice and/or reflection on classroom experiences”. The recommendations that follow call for district support of teachers’ science content learn-ing opportunities, learning opportunities that include specialized programs outside of school andongoing learning opportunities built into the work day, development of partnerships with industryand institutions of higher-education, and introduction of science specialists at the elementary levelthrough outside sources or internal vertical collaboration (Wilson, et al). Professional development designed to

Collection

AEE Journal

Authors

Suzan Alaswad; Sinan Salman

infeasible for humani-tarian operations (Balcik et al. 2010). However, this has not yet been reflected in operations andsupply chain management education. Typically, practitioners who are educated on how to operatecommercial supply chains self-adapt when faced with humanitarian supply chain challenges in thefield (Duddy, Stantchev, and Weaver n.d.). Hence, there is still an urgent need to develop models thatadapt to the unique relief environment to help understand the uncertainties involved and determinewhat can be done to improve the supply chain performance, particularly in terms of coordination.However, the literature lacks studies that analytically address coordination in humanitarian reliefsupply chains. We seek here to help fill this gap by

Collection

AEE Journal

Authors

Jianchu Yao

in 2016 responded to the survey. TABLE 5 reports on the combined 2015–2016results, including the average score and the standard deviation of the responses to each questionin the three categories. The number of each question reflects the order of how the questions wereasked in the survey. The percentage of responses with a score of 4 or 5 (“Agree” or “Strongly Agree”)is also included in the last column of the table. Survey results from the three years, after the subject learning outcomes and perception data arecollectively processed by category, are visually compared side by side as shown in Figure 9. In thegraph, the mean values of the responses to the questions under a category and their standard de-viations are both included to