.......................................................... Model 1 (b) Residuals-fitted, model 1(a) Residuals-fitted, model 0 (c) Q-Q plot, model 1 Figure 2. Residual Plot of model 0 and model 1, Q-Q plot of model 1 Model 2: Stepwise procedures To continue with the model refinement, stepwise procedures are highly preferred rather than all- subset selection due to the large number of subsets ( 2 P 1 8192 ). Three procedures were followed: Forward Selection, Backward Elimination, Forward Stepwise Regression and compare models by typical selection criteria. The result is listed below. Procedure Significance α
responded similarly. For each action the highest percentage of responses occurred forthe same consideration with the only exceptions being actions “P” (Working in groups on web-based quizzes) and “Q” (Working in groups on take-home exams). In the survey by 4, the highestpercentage for the consideration of both actions was “Cheating”, while in the current study, thestudents considered action “P” to be “Unethical but not cheating” and action “Q” to be “NeitherUnethical nor cheating”. Regarding the frequency of cheating behavior the only difference in theoccurrence of the highest percentage was for action “C” (Asking another student about questionson an exam you have not taken). The highest percentage of students surveyed by 4, stated thattheir
department and the other was from the former students who tookthis course before. The presentation of the director of undergraduate program is important to thestudents because he/she is the one the students have to look for if there are class schedule relatedand academic problems. The students must know at least two people. One is their academicadvisor and the other is the director of undergraduate program. During the presentation, they hadan idea of what the departmental expectation was and what to do and what not to do. Thepresentation of former students gave the current students the idea of the course at a peer level.The presentation given by the former students was about their term project. After thepresentation, the students had a Q&A
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specification compliance, quality management, andsafety concerns as the basis for other engineering and construction programs to exploredevelopment of similar lab experiences. The Field Lab SeriesTable 1 shows the schedule for a typical lab meeting. Student work crews were assigned by theinstructor prior to the Lab 1 Submittal preparation. The first offering of the class had nine studentwork crews of three or four members each.Table 1A typical lab period schedule 12:30pm-1:30pm Introductions, Instructions, Craft Discussion and Demonstration and Q/A 1:30pm-1:45pm Student led Safety/Tool Box Talk 1:45pm-2:00pm Equipment and Material Procurement and Preparation 2:00pm-4:15pm Place the work
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