and enjoyed a high-school program based on Alice who ultimately choseto study non-computational disciplines because they found the detail-work associated with the dramaticprojects mundane. MPCT‟s design reflects an understanding that effective career selection includes a matching both ofpractitioners‟ natural inclinations (proclivities) and aptitudes with the principal activities required for aprofession. MPCT‟s activities are designed to provide analytical challenges typical of STEM professions andto motivate additional inquiry. MPCT‟s design is substantially motivated by observations that students‟ perceptions of and deficiencies inmathematics both contribute substantially to avoidance of and attrition from study of computer science
developing and implementing instruction using a flippedclassroom approach in an Electronics Instrumentation class. Student and faculty perceptions of theapproach from Spring 2013 and Fall 2013 are provided.3. MethodsStudents enrolled in the Electronics Instrumentation class represented primarily undergraduatemechanical or dual aeronautical and mechanical engineering students. The flipped classroomapproach supported multiple learning styles and preference for instruction. The studentdemographics reflected traditional enrollment patterns for engineering programs; in Spring 2013specifically, over three-quarters of students were male (86%), three-quarters (76%) of thestudents were white and 24% represented ethnic minorities. A majority (82%) of the
of unmanned systems. Consequently, the sponsor wasinvolved in defining the learning outcomes of the project, which were added to our normalpedagogical outcomes for this capstone engineering design course.1. IntroductionMultidisciplinary senior design capstone projects have been popular at many institutions forseveral years. Multidisciplinary projects are encouraged by the Accreditation Board forEngineering and Technology’s requirements for a “realistic” major design experience,1 with therecognition that projects in industry typically require multi-disciplinary teams. Another recentcapstone trend reflecting life in industry is projects with geographically separated teams. Theseteams can range from multi-university teams in the same country2
definition of quantitative and precise metricsthat reflect changes in the program. A second is the data collection and the action definitions thatshould minimize or, at least, allow the resolution of interdependencies and correlations amongthem. While these form an intellectually interesting modeling and feedback problem, one mustalso be prepared to accommodate some faculty resistance, indifference, or simply lack of time toperform such tasks. Viewing automation and consistency as a key for the success of continuousimprovement, we have implemented this feedback process for the last four years and here wepresent some of our experiences.1. IntroductionObjective and meaningful evaluation of student performance and career success is a complicatedproblem
explanation while reading the slides of information literacy and ethics. Students can alsomove to the audio portion of a major topic by clicking its slide index. The 48-minute audiopresentation discusses major topics in information literacy and ethics including informationliteracy standards, library use, literature searching, databases, plagiarism, citation styles, andliterature reviews. The interactive self-evaluation tool (Figure 2) allows students to reflect ontheir own learning of this module, and to interact with course instructors directly for anyquestions or feedbacks, which could lead to further discussions between course instructors andstudents. The assessment component contains an objective knowledge of information literacyand ethics test
%) watched the online videos prior to the corresponding lab as a way to prepare for theassignment.Overall, more students (53%) perceived that the use of online videos did not make the coursemore difficult than a traditional lecture-based course; however, the majority of students (72%)consistently reported from pre- to post- that they preferred to attend a formal lecture rather thanwatch online videos (see Table 2). Similarly, approximately two-thirds (68%) of the studentsreported that they were not comfortable using the video lectures for learning. These responsessupport students’ self-reported lack of use for transfer or conveyance of new information.Student responses may reflect prior experiential bias (i.e., expectations of STEM contentdelivery
Figure 3 cover traditional domains in ECE, but students are required to take courses in only two of theses areas, reflecting our belief that the field of ECE is far too large to expect all students to follow exactly the same paths through
problemsand solution algorithms. This project comes as a response to the urgent need for newer, moreefficient educational tools to reform the outlook of power engineering education. Thevisualization tool aids students in quickly obtaining a detailed understanding of the power systemanalysis problems when used as a supplement to traditional lecture approaches. Therefore itallows for introduction of other demanding topics within the limited time of an undergraduatecurriculum. In addition, the software visualization tool enables students to spend more time onpower system analysis topics outside the classroom, which have been shown to result in effectivelearning and development of reflective thinking skills.An earlier version of the visualization tool
validation offered by this paper. The topics are: 1. How the time and the way coaches helped the teams reflects the team’s design outcome? 2. How much team members helped each other? From the pictures, it was clear that teams were asking each other for help during the challenge. How much the other team members helped and how much it helped, would be good questions for this kind of a study 3. How did the code written by the participants evolved during the different stages of the challenge and can this be reflected to measure what the participants learned during the challenge?References[1] R. Terry and J. Harb, “Kolb, Bloom, Creativity, and Engineering Design,” ASEE Annu. Conf. Proc., vol. 2
the online enrollment. A clearly underserved constituency is active military and veterans whoconstitute about a third of the online enrollment (and less than one tenth of the face-to-faceenrollment). Another difference is that only about 15% of the online enrollment consists ofstudents from Arizona, whereas about 75% of our face-to-face students are eligible for “in-state”tuition. This relative lack of online “in-state” students is by design. We believe that thetraditional on-campus face-to-face experience is especially valuable for recent high-schoolgraduates from our state and the tuition is structured to reflect this; online students are noteligible for “in-state” tuition.Figure 0: Enrollment in the BSE Electrical Engineering
alarger workload on the student’s side. This misconception was addressed multiple times duringthe semester to explain to the students that the workload is the same and that learning (whetherdeductive or inductive) requires the same amount of work, and that the only difference betweenthe two is the chronological order of the learning activities. As the semester progressed, studentsappeared to gradually believe this to be the reality. This was reflected in the feedback inQuestion 3 of the survey where not a single student felt that they are overburdened withworkload in the class. A total of 11 students either agreed or strongly agreed that the workloadfor the class was comparable to other courses with equal credit and 2 students were neutral
, recommended clearances were not achieved between the PLC and VFD.The addition of the ASCII module and other supplemental devices would further limit the spaceavailable. A larger cabinet would allow for future expansions and would not incur a significantexpense since most of the hardware could be transplanted to the new cabinets.Comparison of student feedbackStudent feedback was collected from two classes for comparison using a student evaluation ofinstruction course survey. This survey asked students to rank a series of questions related to theclass and instructor on a five point scale ranging from ‘Strongly Disagree’ (weight of 1) to‘Strongly Agree’ (weight of 5). Three questions were selected as being reflective of the survey’sresults, and are
circuit analysis courses, the authors of this paper have integrated Analog Discovery-based in- class and out-of –class group exercises in the course curricula. With in-class experiments, the process that leads to student activity and engagement is “learning”, “doing” and “reflecting”, while out-of-class experiments follow “recall”, “doing” and “reflecting”. Research has shown that introducing activity into lectures can significantly improve recall of information 4. In both courses, students were trained on the use of the ADB, after which they were provided the boards for use throughout a semester. The Circuits I course had 21 students in total over the course of two academic semesters; Spring and Fall 2014, and the activity
accountability, each student is thenasked to formulate a discussion question and be prepared to lead a 10-15 minute in-class groupdiscussion. This approach was successfully used in a senior-level course on digitalcommunications [11]. The accountability requires student reflection to provide a productivelearning experience when the students meet in a group setting. The professor can then randomlyselect or solicit a student volunteer to lead the discussion.The F2F learning is a more expensive mode of communication when compared to onlinecommunication. F2F learning requires both instructor and students to be physically together. Ina F2F environment, learners must work together at the same time and place, to reach a commonunderstanding of what is to be
arbitrarily shaped/customized antennas, propagation in bentwaveguides, reflections/scattering of waves from discontinuities, etc. Examples of some of the (a) (b) (c) (d) Fig. 3. Some of the 3D visualizations developed. (a) Right-hand rule. (b) A rotating vector field and its Curl calculation. (c) Stoke’s Theorem representation and Electrostatic field of a dipole (d).visualizations that were developed are presented in Fig. 3. Specifically, Fig. 3(a) demonstratesthe right-hand rule for cross product operations, Fig. 3(b) illustrates the curl of a vector field, Fig.3(c) provides an interactive
such that the application of appropriate new knowledge from thegraduate course is the main focus in order to successfully carry out the project. For first-yeargraduate students with an engineering degree from an ABET-accredited higher educationalinstitution, this would not be an issue although student’s competency may slightly vary. In mostengineering graduate schools, however, there is a large population of international students. Thissituation is particularly true in our Electrical and Computer engineering (ECE) with a recentlarge influx of international students from Asia. We learned from the recent experience ineducating them that their undergraduate curriculum reflected on their transcripts is not muchdifferent from that of an ABET
the software tools are being updated twice a year. FPGA chips and boards become obsolete in a few years. User Guide Reference Getting Started Communication Toolbox 824 Filter Design Toolbox 1786 Fixed-point Toolbox 169 339 Signal processing Toolbox 1043 71 Communication Blockset 246 626 94 Signal processing Blockset 1745 126 Xilinx System Generator 890 Table 1: PDF Documentation size in pagesThe above mentioned challenges reflect
success efforts have been developed across the country. This paperdocuments the flipped classroom technique incorporated into a pilot electrical engineering courseat Texas A&M International University (TAMIU). The paper also presents feedback results andbriefly discusses future plans.II. Flipping the ClassroomIn a traditional lecture, students often try to capture what is being said at the instant the speakersays it. They cannot stop to reflect upon what is being said, and they may miss significant pointsbecause they are trying to transcribe the instructor’s words [5]. On the other hand, in an invertedclassroom, typical class-lecture time is replaced with laboratory and in-class activities. Outsideclass time, lectures are delivered over
that are relevant toengineering education. Formative assessment, broadly, is any strategy which is intendedto both help students learn the material as they are assessed and provide feedback to theinstructor that can be used to inform future instruction (either immediately or at a laterclass session). A second purpose of formative assessment is to create a more engagingand participatory learning environment where students shift from passively listening tolectures and taking notes (or possibly asking questions) to working on problemsimmediately after the explanation of concepts or reflecting about what they have learned.Formative assessment tools should communicate to students what material or conceptsare most important. Often these concepts are
useand interpretation. A concrete presentation would usually begin with the importantfeatures of the physical phenomena before discussing a mathematical representation andits use. Both views are needed in engineering, but the order and manner in which theinformation is presented to the student appears to affect their rate of comprehension. TheGOAL project includes4 two different but coordinated presentations for each concept(one concrete and the other abstract), which were cross-linked to allow easy switchingbetween them. The default presentation style for each student matched their statedpreference, but they were able to (and often did) switch back and forth between styles.Reflective – Active: A reflective learner tends to like to observe a
appending themto each other. Rather, the final syllabus for Fundamentals of ECE introduces concepts in a veryintegrated manner, reflecting the approach taken in the laboratory. This organization, which isunlike traditional courses, is critical to the success of the course as it emphasizes theinterrelationships between major ECE areas and embodies the curricular theme.In the next year of this project, Fundamentals of ECE will proceed through the process of beingapproved by the faculty and is being piloted currently in the Spring of 2006. This offering of thecourse will be limited to 20 students. New teaching methods, such as think-pair-share and minutepapers, to which the faculty have been exposed through bi-annual teaching workshops offered
inhibited their ability to learn.In a few instances where a code embraced both helpful and non-helpful student responses, thecode was duplicated to preserve the link to the coded segments and then each code was renamedto reflect the opposing sentiments. The renamed codes were then assigned to the appropriatecategory. The students’ responses that each code referenced were then reviewed to ensure thatthe response was assigned to the appropriate category. In those instances, where the studentresponse included both helpful and non-helpful sentiments, the response was coded to bothcategories.In instances where a student’s response was unclear, we considered the totality of the student’sresponses on the survey. Proximity to the nature of the survey
utilizes a 2.2nF capacitor in series with an IR phototransistor that conditionally discharges the capacitor proportionally to the amount of reflected IRlight it receives (which has been reflected back from its surroundings). Figure 14 shows theschematic for these IR sensors. Figure 14. IR photo transistors and IR emitters used in the front, left & center sensors.By making the bidirectional pin an output for one-half of the cycle, the capacitor is charged to alogic high. Then, the bidirectional pin is changed to an input, and the IR photo transistordischarges the capacitor. This time of discharge is measured using counters inside the CPLD andhas proven to be stable and accurate. Calibration is needed and the students are required toprovide
Page 12.149.2a microcomputer and its peripherals, and its lab content was significantly revised two years agoto reflect this. “Computer Architecture” currently incorporates a blend of computer architectureand logic design. An associated lab for this course was introduced in the fall of 2003 in whichstudents are guided through a bottom-top design activity that results in the implementation andtesting of a complete microcontroller of simple complexity that is emulated in a reconfigurablelogic device.The paper first presents each course and associated lab content. Then it continues to show howthis two course sequence serves in conveying computer engineering principles to electricalengineering students. Finally, possible future improvements are
of teaching graduate engineering coursesusing students’ Learning Styles and Multiple Intelligences (MI). Thirty volunteers answeredcommercially available Learning Style and MI tests in our Electrical Engineering department.Learning styles are grouped as visual, auditory, and kinesthetic (VAK) and can determined bythe VAK learning style test. Learning styles are reflected in different academic strengths,weaknesses, and skills. Studies show that the differences between learning styles will affect botha person’s choice of profession and their success in this profession, both in education and in theworld of business. People who work at something that fits their learning style have a betterchance of becoming successful in it. In this study, tools
mostly as an archive and is useful when reflecting on the current state of the project or when planning the next stage of the project. In Scrum, these would be called "sprint retrospective" and “sprint planning” stages, respectively. 7. Journal: This is used to keep track of dates of meetings and decisions made. It helps the team and instructor(s) track their activity. There should be at least one in-person team meeting outside of the classroom (lecture or lab time). It can be done using online tools, e.g., Hangouts, Skype or similar.Depending on the details of a project, more columns can be added. However, having too manycolumns can make information more obscure so this should be used with care.2.4. Trello CardsOnce
into a summaryreport, which can be used to detect if a team is becoming dysfunctional, when there is still thepossibility of making corrective structural or behavioral changes. After the project is over,students are required to do a final peer evaluation, which the instructor may use to make gradingdecisions based on each person’s participation and contribution. Self-reflection and the ability towrite thoughtful evaluations are skills that we expect our students to learn and practice.TrelloOne project management scheme that our ECE curriculum has adopted is the kanban board. Itoriginates from the Kanban system, which is a scheduling method developed by a Japaneseautomotive company in the 1950s to improve manufacturing efficiency. In its
during the project. Student-initiated research is relied upon for the student to progress through the project as well as for their own learning. Require high levels of student initiative; students need to develop motivation and organization skills. Open-ended outcomes: allowing the student the opportunity to choose, after appropriate research, an outcome that interests them. Observational skills are identified as having a high priority, especially in the initial stages during identification of the problem. Student reflection is important. They are encouraged to evaluate fully the outcomes they have achieved. Rely on team-work. Are often multiple terms in duration
enough rise time, so a simple switch is constructed from touching the W1 wire to theRS lead to create a step excitation. A long coaxial cable was utilized to allow the voltage ringing,which is due to the low oscilloscope bandwidth, to die out and reach steady state in betweenroundtrips of a transient. Figure 2a shows the oscilloscope capture of a transient on an open-circuit load ( RL ). An input voltage divider is apparent (2.5V transient launched on thecable), and the cable is shown to have a roundtrip delay of approximately 200ns, after which thereflected wave reaches the source and changes the input conditions. Calculations from themeasured voltages indicate an impedance of Zin Zo 50 before the reflected wave reachesthe source, and
. Page 22.1491.1 c American Society for Engineering Education, 2011 The Progressive Learning Platform for Computer EngineeringAbstractThis paper describes the Progressive Learning Platform (PLP), a system designed to facilitatecomputer engineering education while decreasing the overhead costs and learning curveassociated with existing solutions. The PLP system is a System on a Chip design withaccompanying tools reflecting a contemporary CPU architecture. It is unique in that it can beused in a number of courses (Digital Logic Design, Microcomputer Principles, ComputerArchitecture, Compilers, Embedded Systems) as students progress through a ComputerEngineering curriculum. The system consists of a fully