), electroencephalogram (EEG), and functional magnetic resonance imaging(fMRI). fNIRS can be worn as a cap and the sources on the cap emit near-infrared light in thespectrum of 700-900nm into the cortex. Hemoglobin absorbs more light than water and othertissue in the brain. Increase in hemoglobin in the brain is associated with an increase in cognitiveactivity [24]. The light which is not absorbed is reflected back to the detectors on the cap. Thedifferent absorption spectra of oxy-hemoglobin and deoxy-hemoglobin make it possible todescribe activated brain regions and cognitive activities through the change in hemoglobinconcentration, or Blood Oxygenation Level Dependent (BOLD) response.fMRI similarly measures activity indirectly through changes in hemoglobin in
14/15 ME 2/6 4/7(A) Prototyping tool usage: Department-specific tool use in EE projects increasedsignificantly from before-PIDS at 5.7 (SD 2.5) to after-PIDS at 9.6 (SD 2.6); t(9) = 3.63, p =0.003 (Figure 1). Department-specific tool use among ME projects experienced a small, butsignificant increase from 6.8 (SD 2.0) to 8.9, (SD 2.1); t(17) = 2.45, p = .012 (Figure 1). Figure 1. Tool usage among department-specific projects.Within EE, the increase in tool use reflects an increase in both the number of tools used by eachteam and the proficiency of tool use. All tools were used by a larger percentage of teams after thedesign studio; the largest gains were made among
Information Foundation. Anyopinions, findings, and conclusions or recommendations expressed in this material are those ofthe authors and do not necessarily reflect the views of the Engineering Information Foundation. Work CitedAeby, P., Fong, R., Isaac, S., Vukmirovic, M., & Tormey, R. (2019). The impact of gender on engineering students’ group work experiences. The International Journal of Engineering Education, 35(3), 756–765.Apesteguia, J., Azmat, G., & Iriberri, N. (2012). The impact of gender composition on team performance and decision making: Evidence from the field. Management Science, 58(1), 78–93.Atman, C. J., Adams, R. S., Cardella, M. E., Turns, J., Mosborg, S., & Saleem
, Page 13.1094.3while cognitive styles range from one extreme to a contrasting extreme (see Figure 1).Both cognitive level and cognitive style have multiple dimensions, each of which is measuredusing an appropriate psychometric instrument. As noted above, for example, cognitive level canbe measured in terms of potential capacity through intelligence tests and/or talent evaluations,while manifest capacity may be assessed in terms of (e.g.) skills, knowledge, and/or expertise.One of the most familiar dimensions of cognitive style may be Introversion-Extraversion, whichis often (although not the most accurately) measured using the Myers-Briggs Type Indicator(MBTI®)17; Active-Reflective learning style (measured via the Learning Style Questionnaire9
numbers. However, thedifference in performance as averaged over the observations of a dozen different facultymembers is hard to deny.Challenges and Impressions Upon reflection, the greatest challenge in the creation of student engineer-management teams was to overcome the inertia of current practice. Clearlyaccommodations needed to be made by many of our engineering division departments toaccept SE and SEM students into their design teams. There were issues of course creditto be settled and details of scheduling to be worked through. The initial process forassigning cadets to teams took cooperation and thoughtful planning. In truth, it was thecommitment of department chairs to complete this enterprise, and the effort of a few keyfaculty
part of Nicole Esposito’s Masters thesis at Texas A&MUniversity. During her time as a graduate student, her work was supported by the NationalScience Foundation Award Numbers CMMI-1000954 and DUE-0942400. Any opinions,findings, and conclusions or recommendations expressed in this paper are those of the authorsand do not necessarily reflect the views of the National Science Foundation.References[1] Sauer, J., and Rüttinger, B., "A new framework for the design of ecological domestic appliances: design- centred product development", Proceedings of the Human Factors and Ergonomics Society Annual Meeting: SAGE Publications, 2000, pp. 6-319-316-322.[2] Esposito, N., and Linsey, J., "Principles of Green Design: Analysis of User
rubric for Criterion 3 (c) is shown in Tables 5 above. The samerubric is used for all years of student evaluation, allowing the comparison of varied levels ofprofessional competence as students progress through the curriculum. The expected Total Scoreindicated at the bottom of either rubric table changes, reflecting the increasing expectation forstudent performance as they move through the elements of the integrated ProfessionalComponent.For each sample of student work, faculty members independently assign scores of 0 – 3 (absentto proficient) for each attribute component in the rubric. The sum of these scores for all attributecomponents becomes the total score. Freshmen and sophomores are expected to attain a noviceto intermediate level, while
and improve their grade beyond the end of the semester.Their course grade is based on: (1) their performance when working to prepare for the competition (2) their performance at the competition (3) their written report on lessons learned from the competition and recommendations for future workThis proves to be an effective and fair way to evaluate their complete body of work whilekeeping their morale high towards the end. It also provides them an opportunity to reflect onwhat they had learned at the competition and be able to document it. Obviously, if thecompetition happens in April or early May before the semester is over, this is not an issue. Itwould always be wise to include their performance at the competition as part of
surveyed twice. First, they were surveyed during the freshmanorientation before they took the course. The second time they were surveyed was when theyfinished their freshman year (FY), right after the taking this course. The student feedback aftercompleting the design project is taken as a reflection of the students’ observations about thecourse and engineering.Fig. 10 shows the results for intended student majors during the open house orientation (thestudents’ entering majors) and the actual major after completing the freshman year. Duringorientation there were no non-engineering majors, but 6% of the students who completed thedesign project either declared to pursue other disciplines or came from other disciplines. Thedata shows that some
/laboratory experience gained by EE and EET students in the respective USuniversities. Previous research has determined that the practicum/laboratory experience isinstrumental in the graduates’ professional development, and it is one of the main criteria usedby employers to hire graduates from EE and/or EET programs. Consequently, laboratory contentin a Power Electronics course is directly related, and reflects the state of current focus of EE andEET programs in the United States of America.Thus, there is an implicit perception in the industry that graduates from EE and EET programswith no laboratory/practicum component on the power electronics course are less competitive ascompared to graduates where the laboratory/practicum is already implemented
authors gratefully acknowledge Prof. Daniel Frey for consenting to use his course as acontext for this study and also thank the students for their participation. The work described inthis paper was supported in part by the National Science Foundation under Award 0830134. Theopinions, findings, conclusions and recommendations expressed are those of the authors and donot necessarily reflect the views of the sponsors. Page 22.1501.15References1. Hsi, S., Linn, M., and Bell, J. (1997). The role of spatial reasoning in engineering and the design of spatial instruction. Journal of Engineering Education, 86(2), 151–158.2. Sorby, S. (2009). Educational
discussion and ask for comment. Second, after thetranscripts were completed, the researcher read and reread them to identify other recurringthemes.Results: student interaction and responses to focus questionsStudent interactions during the focus discussionsAs mentioned earlier, the students often elaborated on each other’s ideas to provide a multi-voiced understanding of their reflections. All discussions were relaxed and unusually balanced.In the transcript of the second session the two young men responded 30 and 33 timesrespectively and the two young women responded 34 and 44 times respectively. Though theyoung men would initially answer questions more quickly, the young women would addperspective after a conversation turn or two. At no time did
supported a cyclic model as matching with what their teams hadexperienced. An important advantage of HSE over other learning environments is that the long-term nature of HSE projects (at least one school-year in duration, often longer) allows studentstime to reflect on “where they are” in a model such as that in Figure 8. With coaches that arefluent in the elementary language and tools of design, and thus able to navigate a more complexmodel of the design process, there will be many more opportunities to teach real aspects ofdesign than in programs with very tight time schedules.After this introduction, there was a group activity that compared three very different types ofstaple removers in a systematic way.13 The three staple removers and sheets
have been developed for capstoneprojects which fall at different points on the technological readiness level scale. These rubricsare currently in use in the program discussed in this paper and are provided in the appendix forthose who may wish to give projects which fall at different points on the TRL spectrum.AcknowledgementsThe author acknowledges support from the National Science Foundation through award Page 15.371.11NSF0530588. Any opinions, findings and conclusions or recommendations expressed in thismaterial are those of the author(s) and do not necessarily reflect the views of the NationalScience FoundationBibliography1
senior project, it was decided that the senior capstone course would providethe best opportunity to assess these skills. Using a set of comprehensive rubric-basedtools, students are assessed on various dimensions of their performance including theareas described by the general learning outcomes. These in turn reflect the majority ofskills listed in the self-assessment survey. Figure 3 illustrates the basic links between thelearning outcomes and skills in the self-assessment. Skills Presentation skills Learning outcomes Assessments Writing skills Ability to
. Any opinions, findings, or recommendations are those of the authors and do notnecessarily reflect the views of the sponsors. Page 25.411.13References 1. Yamamoto, A., Nakashima, T., Higuchi, T., “Wall Climbing Mechanisms Using Electrostatic Attraction Generated by Flexible Electrodes,” International Symposium on Micro-NanoMechatronics and Human Science, 2007 (MHS ’07), pp. 389-394, Nov. 11-Nov. 14, 2007, Nagoya, Japan. 2. Berengueres, J., Tadakuma, K., Kamoi, T., and R. A. K. R. Kratz, "Compliant distributed magnetic adhesion device for wall climbing," in Robotics and Automation, 2007 IEEE International
Page 25.227.4 - Engineering reporting including presentations, design reviews, and technical reportsThe course grading was originally in-progress grading for the Fall and Winter quarter. A finalgrade was determined in the Spring quarter after completion of the project and all coursedeliverables. After determination of the final grade, this was reflected retroactively for the Falland Winter quarters. This created administrative issues and created an atmosphere of delayedachievement with a negative impact upon the course. In-progress grading was abandoned afterthe second year of experience in favor of well defined course deliverables with team grades andindividual grades determined each quarter.The development of standardized course
the Learning Sciences,Vol.9, No.3, pp.313-314.26. Oakes, W. C., Jamieson, L. H., and Coyle, E. j.,(2001), “EPICS: Meeting EC 2000 Through Service Learning,” Proc., ASEE Conference and Exhibition, Session 3461.27. Bright, A., and Dym, C. L., (2004), “General Engineering at Harvey Mudd: 1957-2003,” Proc., ASEE Conf. and Exhibition, Session 1471.28. Adams, R. S., Turns, J., and Atman, C. J., (2003), “Educating Effective Engineering Designers: The Role of Reflective Practice,” Design Studies, Vol. 24, No. 3, pp.275—294.29. Mills, J. E., and Treagust, D. F., (2004), “Engineering Education- Is Problem – Based or Project - Based Learning the Answer?” Australasian Journal of Engineering Education, www.aaee.com. Au/journal
another to Reduction in degree of freedomfreedom perform the task by breaking down (Wood, Bruner, & Ross, 1976) the problem.Marking critical A peer asks questions in order to Marking critical features (Woodfeatures understand why and how the other et al., 1976) came to a certain conclusion. This helps students to identify and reflect on discrepancies in the design.Fading support A peer initially helps another but Ongoing diagnosis gradually modifies his/her role so (Wood et al., 1976
are identical. Survey statements about aninstructor-provided example racer, however, are different and aim to assess the actual usefulnessof the example racer (exemplar group) or the potential usefulness of an example racer (controlgroup).Students in each section of the class were asked to score their agreement or disagreement withthe twelve statements itemized in Table 1. In addition, they were asked to provide short answersto the questions included among some of the statements. Notice that eight of the twelvequestions are identical for the exemplar and control sections. Questions concerning the presenceof an example (questions 6, 8, 9, and 11) are slightly reworded to reflect the difference betweenexemplar and control sections.Students used
specificallyformatted with prompting questions that the student answers at the end of each class period (forthe class discussion notes) or at the completion of each project (for the project summary notes).These completed “worksheets” 1) get the first year students in the habit of documenting thematerial that they have learned, 2) allow the student to look back to previous work for reference(both during the course and in subsequent courses), and 3) allows the instructor to follow theprogress of each student when the binders are checked formally (mid-semester and end ofsemester or whenever the need may arise). In addition to obtaining/creating a binder after thefirst class period, the students write a reflection paper (with prompting questions) about a seriesof
reduction of design fixation26. In the experiment, student groups were given differenttasks across multiple design stages. Some were allowed to build one or more prototypes early onand then reflect upon what they had built, some were allowed to consistently improve theirprototypes, some were only allowed to start working on physical prototypes at the end, and somewere not allowed to build any prototypes. All groups received technical critiques of their designsin between the three design stages. The overall takeaway is that early prototyping efforts that arenon-continuous are likely to quickly settle on one concept and perfect it. Allowing for constantprototyping allows a team a chance to develop entirely new concepts with time to evaluate
capstone supporters hasdelivered a set of ideas, options, and solutions, and further built community.Many of the recommendations in the numbered list above can be adopted going forwardregardless of the course delivery mode, major, setting, or product form. In the abrupt transitionto virtual capstone conditions, capstone leaders and stakeholders made the pivot, demonstratedagile thinking, reflected on lessons learned, and have adeptly identified best practice for futurecapstone offerings. This work could not be accomplished without these dedicated and responsivepractitioners.REFERENCES[1] T. Vander Ark, “Remote Learning Could Be A Good Time For A Capstone Project,” Apr. 2020. https://www.forbes.com/sites/tomvanderark/2020/04/02/remote-learning
correctly. Also, those who did not know the rules regardingfriction force could not predict correctly or changed their ideas to correct ones after engagingwith the PMT. These findings are aligned with prior studies that claimed that the PMT is not asufficient tool itself to improve physics content knowledge (Triona & Klahr, 2003; Zacharia, andOlympiou, 2011). Identifying false affordances that leads to misconceptions and perceptible affordances of PMT,can help to inform the design of visuo-haptics simulations that considers the learner as the centerof the design process. For instance, a perceptible affordance of the PMT we identified was thatthe sense of touch helps participants to explain and reflect about their reasoning of each scenario.We
included as a category to reflect a team’s effort; an equivalent scoringrubric was developed for the report. These scores were used in the final grades of teams. In mid-2000’s both the scoring rubrics were revised again to include References and Bibliography, andFigure and Tables. These rubrics, used for proposal and report, are presented in Appendix A.1and A.2, respectively. These rubrics would hereafter be referred to as “original rubrics.” By2007 all CEE faculty advisors were grading the proposals and reports of all teams and using thescores to decide on the final grade.In 2013 the authors decided to revamp the scoring rubric for several reasons which are discussedbelow with the presentation of the proposed rubric.Research GoalsGiven the wide
the use of documentationin industry and education: How might we foster the use of documentation in engineering projects that encourages iteration and reflection but does not take away from the quality of the project itself?StatusArtifacts that disseminate status inform the audience about the state of an activity. When theseartifacts are successful, they enable the author to report the progress of a project accurately andhonestly. Most successful status documents seen across sites are living documents that fosterdiscussion and many of these artifacts were adaptations of existing artifacts, most originatingexternal to the companies. They were originally adopted to fill a need and were updated andoptimized over time to fit their
. However, students’ exposure to intuitive reasoning, which plays a role in all decision-making, is limited during their undergraduate engineering formation. In an effort to generate abaseline for how we can operationalize intuition in the context of engineering education, thepurpose of our current research was to synthesize characterizations and portrayals of intuitivereasoning. We focused on literature from the field of management because intuition isconsidered in the context of complex, strategic decisions, which are reflective of the designdecisions central to engineering. The specific research questions addressed in this study are 1)how does extant management literature characterize intuition?, and 2) how does extantmanagement literature