Displaying all 4 results
- Conference Session
- Industrial Engineering Division Technical Session 3
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Max de Jesús Suárez Montiel, Tecnológico de Monterrey, Mexico; Alberto Abelardo Hernandez-Luna, Tecnológico de Monterrey
- Tagged Topics
- Diversity
- Tagged Divisions
- Industrial Engineering
, IdealFirstly, descriptive statistics was performed to have an interpretation if there was a gapbetween expectations and perceptions. To determine the significance in differences wasused Mann Whitney test was used (Normality Test was used, but every Q had a non-normaldistribution). In Tangibles dimension, Q2 (Sequence on topics) and Q5 (Topics and RealExamples – Study Cases) as a significant difference between perception and expectation Page 26.1312.7(P100points willTedious be Course selected. TheseComfortprojects are in the “Projects with more weight” column, and
- Conference Session
- Industrial Engineering Division Technical Session 3
- Collection
- 2016 ASEE Annual Conference & Exposition
- Authors
- Alexandra Chronopoulou, University of Illinois, Urbana-Champaign; Kelly J. Cross, University of Illinois, Urbana-Champaign; Douglas M. King, University of Illinois, Urbana-Champaign; Ehsan Salimi, University of Southern California
- Tagged Topics
- Diversity
- Tagged Divisions
- Industrial Engineering
ofthe case study, students delved into the “central limit theorem”, which is a key concept in thecourse. The students are expected to visualize the central limit theorem for the given data. Thisalso motivates them to explore graphical tools in Python in order to produce various plots fromthe data, such as Q-Q plots. In addition, students got to practice with cumulative distributionfunctions and understand the concept more in depth. The case study was designed such thatstudents were required to revisit the majority of the probabilistic concepts (e.g. conditionalprobability, integration technique) and apply them at the same time in a different, realisticcontext. This case study also went one step further, and the students were introduced with
- Conference Session
- IED Technical Session: Preparing Students for the Future
- Collection
- 2018 ASEE Annual Conference & Exposition
- Authors
- Joseph Wilck, College of William and Mary; Paul C. Lynch, Penn State Erie
- Tagged Topics
- Diversity
- Tagged Divisions
- Industrial Engineering
, 2006.10. R.R. Thomas, Beyond Race and Gender: Unleashing the Power of Your Total Work Force by Managing Diversity, American Management Association, 1991.11. Stanford Graduate School of Business, Diversity and work group performance, 1999. Accessed January 1, 2018, http://www.gsb.stanford.edu/news/research/diversity-work-group- performance.12. J. Surowiecki, The Wisdom of Crowds, Anchor, 2005.13. R Core Team, R: A language and environment for statistical computing, R Foundation for Statistical Computing, Vienna, Austria, 2018.14. Q. McNemar, “Note on the sampling error of the difference between correlated proportions or percentages,” Psychometrika, 12(2), 153-157, 1947.15. H.B. Mann and D.R. Whitney, “On a Test of Whether one of Two
- Conference Session
- Industrial Engineering Division Technical Session 2
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Michelle M Alvarado, University of Florida; Katie Leanne Basinger, University of Florida; Diego Alvarado, University of Florida; Behshad Lahijanian , University of Florida
- Tagged Topics
- Diversity
- Tagged Divisions
- Industrial Engineering
results from the in-videoquizzes. This study will provide evidence on the impact that short-length videos have on learningoutcomes based on whether students engage with the videos on-schedule or if they wait untilreviewing for the final exam. Table 1 shows the video lengths for all videos in the study. Theinstructors worked to make sure the sum of the short-length videos in a given section was similarto the video lengths of the medium-length videos from the semester before. A few timediscrepancies exist due to variance in re-recording the lectures. Videos containing a quiz have a Qin the label (e.g. 7.2Q).Table 1: Number of videos, video length, and defined label for each video chapter (Q next to the videos’ label show