point-and-click were entering college withalmost no knowledge of the inner workings of the hardware that they were so accustomed tousing. These younger students were becoming master users of technology but had almost noknowledge about how things actually worked. And yet, every one of these students was about tospend a large portion of their next four years of school working on computers and evenprogramming them without knowing much about how their programs translated into operationsand results. That is how the idea was hatched to create a real-world hands-on project that wouldtie software to hardware and provide insight into how voltage and current provide the basis forall computer information processing. The fact that most of the material
delay is relatively short, if it is necessary at all. MIPS project funding isalmost always used to support student PhD and masters research, and students and facultypublish papers as is customary with research grants. Before a project is begun, a standardcontract is signed that includes items discussed above as well as many other items.MIPS projects are carried out by faculty and gradate students of any of the 13 institutionsof the University System of Maryland. Proposals, accepted twice a year in May andOctober, must be co-authored by a faculty member and a company representative. Thetiming of the proposal evaluation and contracting processes are timed to be in synch withfaculty selection of masters and PhD students to work on the
at the University of Sao Paulo for the last two years in the area of Enginnering.Prof. Roseli de Deus Lopes P.E., Escola Polit´ecnica, Universidade de S˜ao Paulo ROSELI DE DEUS LOPES. Associate Professor at the Electronic Systems Engineering Department, Es- cola Polit´ecnica, Universidade de S˜ao Paulo (EP-USP). She received the undergraduate, master, doctorate and post-doctorate degrees in Electrical Engineering from EP-USP. She is the vice-chair of the Instrumen- tation Center of Interactive Tecnologies at USP (CITI-USP). She was vice-chair (2006-2008) and director (2008-feb.2010) of Estac¸a˜ o Ciˆencia, a Center for Scientific, Technological and Cultural Dissemination of USP. She is a researcher at the Laborat
memberabroad whose research closely matches your own, keeps the collaboration going “by proxy”when both parties on either side of the Atlantic might not find the time for repeated visits.Exchanging undergraduate researchers makes sure, on the one hand, that the undergraduatereceives optimal mentoring; on the other hand it encourages the host institution to recommendexcellent students of their own to participate in the exchange program; these students may decideto attend the Technische Universität Braunschweig as part of the dual masters program andcomplete their master theses with the collaborator.14 This set-up has the additional advantage thatthe undergraduate researchers, upon their return to the home campus for the 5th year of study cancontinue
Univer-sity. He received his Ph.D. from the University of Minnesota, his MS from Washington State Universityand his BS from the University of Arizona. His research interests include nonlinear control and identifi-cation methods for electric machines and power electronics. Page 22.780.2 c American Society for Engineering Education, 2011 How Can We Help Faculty Balance Between Teaching and Scholarly Activities?AbstractBoise State University (BSU), which is among the fastest growing institutions of highereducation in the Northwestern United States, is categorized as a Master
community college developmental math courses and their transitions to credit-bearing courses, and issues encountered by English Language Learners and persons of low socioeconomic status. She is broadly interested in access to science, technology, engineering, and mathematics education at all grade levels.Jennifer Rudolph, University of Texas, Austin Jennifer received her BS in Computer Engineering from Texas A&M University in 2004. After realiz- ing a desire to teach rather than engineer, she acquired her teaching certification and spent 3 wonderful years teaching mathematics at an Austin area high school. She is currently working on her Masters in Mathematics Education at The University of Texas
to look beyond easily observablecharacteristics and instead focus on teachers’ pedagogical content knowledge,11 andknowledge of content and students.12Another line of work has considered the beliefs teachers hold about the nature of scienceand how students learn.13,14 One set of beliefs that is not directly observable is self-efficacy. Self-efficacy can be defined as “people’s beliefs about their capabilities toproduce designated levels of performance that exercise influence over events that affecttheir lives.”15 In general, people with high self-efficacy, rather than avoiding difficulttasks, look to them as challenges to be surmounted and skills to be mastered. This isrelevant in the classroom, where it is thought that teachers with low
-mastering of all cognitive attributes 7 (friction force) 2. Mastering all cognitive attributes 2 (Newton's 3rd Law) 3. Mastering only attribute 11 (roller support) 5 (contact forces) 4. Mastering altogether attributes 10 (pin on slot), 11 (roller support), 12 (fixed support), 19 (representation and tension 21 (couples & equilibrium) in ropes) and 20 (representation of forces) 5. Mastering attributes 10 (pin on slot) and 11 (roller support) 1 (equivalence)Research DesignParticipants: The study described in this paper looked at interviews from five undergraduateengineering students who had completed
function on multi-disciplinary teams.” The University of Michigan has developed a model for leadership based on developing“skills” that are applicable for different leadership or citizenship roles. Each student has differinggoals and capabilities around mastering their “leadership” potential. The College of Engineering hasestablished a minimum level of team skills required for each of our graduates. These involve skills inrelating with team members, in accepting roles and responsibilities that contribute to the team, and indeveloping and implementing effective group decisions. We will assist students who choose tomaster skills in “team building” and “leadership” beyond the requirements to get the neededinstruction and practice. There
. In order toadapt to the needs of national economic and social development, the cultivation of applied andcomposite high-level engineering technology and management talents with innovative ability,engineering decision-making and practical ability are considered as a basic requirement to meetthe needs of national economic and social development.2.1.2 Dalian University of Technology: Goal of ‘Knowledge-Consciousness-Ability’ Dalian University of Technology not only requires students to master basic professionaltheoretical knowledge, but also to possess basic ethical qualities: sound personal qualities andhumanistic qualities, a sense of social responsibility and professional ethics, engineeringinnovation and practical abilities and the
university absorbed a 13% reduction in its state-appropriated budget.NAU's engineering programs are located in the College of Engineering, Forestry, and NaturalSciences which contains ten academic units that support two PhD programs (Biology andForestry) and thirteen masters programs with many sub-programs. The college employs 205tenure/tenure-track faculty and, in fiscal year 2009, secured a total of $19.1 million in externallyfunded grant awards. The four accredited engineering programs reside in three departments: theDepartment of Civil Engineering, Construction Management, and Environmental Engineering(CE-CM-ENE); the Department of Electrical Engineering and Computer Science; and theDepartment of Mechanical Engineering. The engineering programs
must be encouraged to take charge of their own learningresponsibilities and organize their educational programs and activities (McClymer & Knowles,1992). Moreover, educators are now being asked to demonstrate evidence of successfullearning by the student body. It is also important to recognize that state legislatures haveintroduced and are in the processes of introducing demands for outcome assessment (Magill &Herden, 1998). The 21st century workplace does not need employees who have just mastered aparticular body of information, instead it prefers to have liberally educated workforce who havemastered written and oral communication skills in addition to acquiring knowledge in theirchosen discipline (Saxe, 1990; Senge, 1990
whatstudents have/have not mastered. This initial assessment was given over a two-week period thatwas work and time intensive. Several students did not take the ALEKS assignment seriouslyduring the initial assessment and submitted answers to questions that may not have been wellthought out, so ALEKS assigned them lessons and problems that they may not have needed. Thisrequired those students to invest even more time and effort on work that may not have beennecessary. Also, some students had bigger gaps than others and were required to completeadditional assignments to develop mastery in fundamental concepts. Once the assessment wascompleted and, depending on a student’s mastery, ALEKS assigned individualized student workto assist students with
fuel their motivation to master the subject. Students complete fiveapplication projects: traffic problems using linear systems, encrypting and decoding problemsbased on linear transformations and matrix operations, steady-heat flow problems by applyingmatrix factorizations like LU factorization, Markov Chain for solving page rank problems basedon eigenvector/eigenvalues, and image compression problems through SVD decompositions.This segment is implemented in MATLAB Grader as well, facilitating automated grading forefficiency and convenience.Visualization. In the "visualization" component, instructors apply the prepared MATLAB livescripts before class to visually represent abstract concepts during class, enabling students totangibly comprehend
instructor had both TSP and SPM students take a survey listingwhich hours they were free every week and used this information to assign teams where everyteam member had at least one overlapping hour every week so they could meet.Fourth, the ratio of SPM to TSP students was different at MTU. Each semester, TSP is dividedinto two sections, with each section having about 35 students for a total of about 70, while eachfall, SPM has about 45 students. The TSP students are divided into 15-16 teams. With this ratio, itwas impossible to assign just one manager to each team. To address this, the instructor createdtwo different managerial roles, a technical manager and a personnel manager, and moved theScrum Master role from the TSP students to the SPM
project site andactually implement their ideas.Since the ISD program began in 2001, ten senior design classes (118 students) have successfullycompleted projects improving water supply, water resources/management; site master planning;site reclamation; solid waste management, and wastewater treatment to benefit communities inBolivia and the Dominican Republic. Currently, 20-25% of undergraduate civil andenvironmental engineering majors take this course. Ownership of the student design projects isso great that 15% of ISD alumni have returned for additional ISD in-country experiences asmentors and class assistants.ISD began as a single semester, 3-credit, major design experience that could also fulfill atechnical elective requirement. In 2004, the
in 1987 and a Ph.D. degree in Civil Engineering from the University of Colorado at Boulder in 1997.Dr. Stephen J. Ressler P.E., United States Military Academy Stephen Ressler, P.E., Ph.D. is Professor Emeritus from the U.S. Military Academy (USMA) at West Point. He earned a B.S. degree from USMA in 1979, a Master of Science in Civil Engineering from Lehigh University in 1989, and a Ph.D. from Lehigh in 1991. As an active duty Army officer, he served for 34 years in a variety of military engineering assignments around the world. He served as a member of the USMA faculty for 21 years, including six years as Professor and Head of the Department of Civil and Mechanical Engineering. He retired as a Brigadier
work- shops for inventors at over 100 universities, federal labs and inventor clubs in the US, Canada & Scotland. Ken has a broad diversity of experience in Fortune 100 (Johnson & Johnson), business development and process improvement consulting (TechSolve), academia (University of Dayton, University of Cincinnati), government (US Air Force) and his true passion – inventing (Eureka! Ranch International and founder and managing partner of Bloemer, Meiser and Westerkamp, LLC). Ken has two issued U.S. Patents and serves on the Executive Committee and Board of the United Inventors Association. He has a Bachelors, Masters and Ph.D. in Industrial Engineering.Ms. Cynthia C. Fry, Baylor University Cynthia C. Fry
Partnership: The Multidisciplinary Master of Science in Engineering [An educational collaboration between Gulfstream Aerospace Corporation (GAC) and Embry Riddle Aeronautical University (ERAU)]Background and legacySince the end of World War II hundreds of professional engineering leaders have voiced theirfervent beliefs before the U.S. Congress, 1 by way of conference addresses, 2 as part of publicspeaking engagements3 as well as communicated in a multitude of publications4, 5, 6 thatengineering education in the USA has traveled off course relative to the needs of the industries itserves - the same industries that represent the employers for the majority of the graduates theyproduced. The assertions being that
, business analytics, database systems, and programming. He has published in Quality Man- agement Journal, and a textbook in Business Analytics. Majid received his MBA and Ph. D. in Operations Management from University of Nebraska-Lincoln, and B.E. and M.E. degrees in Mining Engineering from University of Tehran. Prior to the University of Nebraska-Lincoln, Majid was an associate professor of Supply Chain Management and Decision Sciences at Bellevue University.Dr. Jena Shafai Asgarpoor, University of Nebraska - Lincoln Dr. Jena Asgarpoor is a Professor of Practice in the College of Engineering at the University of Nebraska – Lincoln and the Director for the Master of Engineering Management Program in the College. She
confident I can do an excellent job on the assignments and tests in this course.Q14: I expect to do well in this class.Q15: I’m certain I can master the skills being taught in this class.Q16: Considering the difficulty of this course, the teacher, and my skills, I think I will do well in this class.ResultsFirst, we present the statistics of the numerical responses to survey questions Q1–Q16 as boxplots in Figure 1. The p-values from pairwise Kruskal Wallis tests comparing the responses ofstudents from the two different terms are shown in each sub-figure’s title. For Q1-Q8, thequestions related to learning strategies such as time management and study environment, the mostsignificant differences in students’ responses (p < 0.05) between the
without institutional commitment to diversity and active efforts to diversifyat all levels within the institute, it is impossible to recruit, retain, and graduate underrepresentedstudents in an engineering graduate program. Though the authors of this proposal didn’t impactthose initiatives at the institutional level, it was imperative to study the commitment andprogression of the university in order to develop sustainable program level structures. Thefollowing two subsections describe the institutional efforts and history towards diversification.University EffortsGVSU is a masters comprehensive public university in Michigan state with a total enrollment of24,033 students. The student body comprises of 21,204 undergraduates and 2,829 graduates
professionals to master engineering knowledge and developprofessional abilities during these design and manufacturing processes, which indicates this kind ofengineering learning process is different from the normal learning in the classroom. Another typicalexample of authentic engineering learning is the industry-partnered projects in learning factories. In theseprojects, partners from industries would put up some specific pre-defined problems or ill-structuredproblems as learning triggers, and students are expected to provide newly defined problems and relevantsolutions. During the learning process in learning factories, students focus on a comprehensiveunderstanding of problem situations and concepts and design specific products to meet real market
andbuild on strengths.Another tactic that he counsels is to pair junior and senior students. This helps the junior studentunderstand what the expectations are for experiments and publications, and it also helps thesenior student be more productive. After a semester or two, the junior student should be ready tostart a project that they “own.”Masters students can often help Ph.D. students with their experiments. If you have mastersstudents in your courses, you can tell them about your research projects just about the time theyregister for courses, and invite them to do an independent-study project with you [Gehringer2007]. Not only does this help the Ph.D. student to accomplish more, but the masters studentgets to see what research is like and
American Society for Engineering Education’s 118th Annual Conference. Before joining NJIT in 1992, Dr. Spak was Dean of the School of Professional and Continuing Education at New York Institute of Technology, Old Westbury, New York, and, during America’s first energy crisis, served as the Director of the Center for Energy Policy and Research and authored ”how to” reports which were sent to every American Governor. She earned her Doctor of Philosophy in Political Psychology and Master of Arts from Yale University, and her Bachelor of Arts, magna cum laude, Phi Beta Kappa, in Political Science from Brooklyn College of City University of New York.Dr. Ronald H Rockland, New Jersey Institute of Technology Dr. Ronald H
Paper ID #37253Research on Engineering Education at K-12 Settings acrossCommunities of Practice: A Systematic Literature Review(2009-2018)Ethan Geheb (Doctoral Candidate) Ethan Geheb is a doctoral candidate in the STEM Education program at the University of Maine, with a concentration in engineering education. His research focuses on exploring departmental culture/norms and their relation to undergraduate engineering identity development. Ethan began the doctoral program after earning his Master of Science in Teaching degree through the Maine Center for Research in STEM Education (RiSE Center). Ethan also graduated
Paper ID #36549Theory to Practice: Application of Problem-based learning,Flipped-classroom, and Just-in-time-teaching in an AdvancedGeotechnical Engineering CourseJes Barron (Assistant Professor) Jes Barron is an Assistant Professor in the Department of Civil and Mechanical Engineering at the United States Military Academy, West Point, New York. He holds a Bachelor of Science degree in Civil Engineering from West Point (2009), a Master of Business Administration from Oklahoma State University (2015), and a Master of Science degree in Underground Construction and Tunnel Engineering from Colorado School of Mines
Manufacturing Engineering, Construction Management, Electrical and Computer Engineering and Technology, Integrated Engineering, and Mechanical and Civil Engineering. I have a Master of Library and Information Science degree from the University of Wisconsin-Milwaukee, a Master of Arts degree in history from the University of Nebraska-Lincoln, and a Bachelor of Arts degree in history from Minnesota State University, Mankato.Rebecca A Bates (Professor & Chair) Becky Bates received the Ph.D. degree in electrical engineering from the University of Washington. She also received the M.T.S . degree from Harvard Divinity School. She is currently Professor and Chair of the Department of Integrated Engineering at Minnesota State