greater than three, on a scale of 1-5.However, as results of a standardized algebra readiness test showed (MDTP, 2012), none ofthese students met even one math topic threshold for algebra readiness in 9th grade. In summary,these students were aware of both the difficulty and importance of math, but were too disengagedto apply themselves to learn it. Moreover, the underperforming students were tracked together sothat peer influence was an obstacle in overcoming academically self-destructive behavior, suchas talking and texting in class. Traditional lecture style classes were failing because of frequentinterruptions and the distraction of mobile electronics. We hypothesized that these studentswould require engaging project-based work if they were
and empirical results byconsidering how a particular green material or manufacturing process measures up in terms ofcultural, ethical, or societal considerations.Process-Oriented Guided Inquiry-Learning (POGIL) for Engineering Technology Page 25.916.3Education 2All learning involves knowledge construction in one form or another; it is therefore aconstructivist process.8 With increasing interest in innovative approaches such as student-centered, active learning, and peer-led team learning, the POGIL, project based learning (PBL)and other
% Very Total % Very Key Element % Well Well Well or Well Rate your preparation to enter practice compared 54% 32% 86% with peers from other schools Page 25.360.12 Table 14. Employer Survey – Effectiveness of Program at Meeting Goals Total % Very % Very Goal
. During eachpart of the process students are asked to reflect upon their experiences. Reflectioncards are used to provide feedback for the students and the program administrators.Asking specific questions such as: What did you do this week? How did you do it? How do you feel about what you did? What could you have done differently? What resources do you need? What is the next step? Reflection teaches thestudents to value the process, not just the end result. Each student is asked to makea reflection note book. They are encouraged to be creative by writing poetry,essays, music or drawing etc.In addition, each group is given a small stipend to fund one or two field trips andpurchase supplies. The participants learn business skills by using their
, students requested that a detailed map with directions be sentelectronically to them before the start of the program to ensure they could locate the check-in/registration area. One final recommendation was to make the program longer in order tofacilitate the peer building process (four days was too rushed). Finally, a student expressedconcern that the program overlapped with the freshman priority enrollment time. The studentcould never fully relax during the program because he/she was worried about not getting theclasses of his/her choice. Feedback from the participants about the various workshops consistently reported not havingenough question and answer (Q&A) time. Students were left with lingering thoughts andquestions about each workshop
Papers" should be included.3. Closure Letter to Hosting Firm - Include a copy of the letter you write to the hosting firm that: 1) thanks them for the opportunity to gain outstanding experience and; 2) identifies the last day you will be at their facility working for them. This letter should be submitted to your employer two weeks in advance of your last day.4. Presentation - Each intern will make a presentation based on his or her professional experience. The presentation format combines the formal presentation and round table discussion concepts. This should allow interactive participation from the audience and still permit the interning student to
Page 25.190.2 Introduction and BackgroundFaculty development has been defined as institutional or external activities used to renew or assistfaculty in their roles,[2] and enhance faculty member’s “knowledge, skills, approaches, anddispositions to improve their effectiveness in their classroom and organizations.”3 Facultydevelopment activities may be brief (a seminar or single-session workshop) or longer term innature.[3] Faculty development can also be described as a planned program to prepare facultymembers for their academic roles, including teaching, research, administration, writing and careermanagement.[4] It can be used as a mechanism to improve practice and manage change
size.ResponseThe qualitative nature of the cases is provided as added/shown in the Qualitative Description ofthe Cases. Due to space limitation only two cases are given. However, during the semester in theclass qualitative emphasis on all the cases was given.The following write up is added in the Feedback from the Students section demonstrating strongresponses from students on the qualitative nature of the cases. A wide range of qualitativedescriptions of the case studies was received from the students. Each step of the case studydemonstrated significant improvement on the breadth and depth of knowledge of ethics on theintricate details of the cases. For example, in the case of “Hyatt Regency Kansas City WalkwayCollapse,” majority of the students wrote
bouncing ball using particle mechanics; Apply the use of the conservation of energy in the analysis of a bouncing ball; Apply the use of the conservation of linear momentum in the analysis of a bouncing ball; Apply central impact, inelastic impact, and the coefficient of restitution to a real problem; Design experiments; Carry out their experiments and collect data using new software found on the web; Interpret data and relate results to what analysis had led them to expect; Write reports; Present reports orally; and Work in group.Part 3. What students gained [24]. They: Engaged another dimension of learning by working on a hands-on project; Discovered that, even though the project required
appointment, Gary has been working as Chief Software Architect in the Bioengineering Initiative of the Sheik Zayed Center for Pediatric Surgical Innovation at the Children’s National Medical Center in Washington, D.C., in the area of microrobotics for surgical applications. Gary has authored over forty peer-reviewed publications and received funding from the National Science Foundation, the National Institutes of Health, IBM, the Kaufmann Foundation, and the state of Arizona. He is an active member of the ACM, IEEE, and ASEE, and serves on a number of program committees for the community.Miss Yegeneswari Nagappan, Unicon, Inc. Yegeneswari Nagappan works as Software Developer at Unicon, Inc. She holds a master’s degree in
students. More specifically, Collins assists with planning, implementing, managing, and reporting of project activities which include survey development, coordination of data collection, interfacing with data managers, coordination of quarterly meetings of outreach providers to gather feedback, identify best practices, and disseminating findings to stakeholders. In addition, she assists with annual report writing and conference presentations. Prior to working at NC State, Collins was the Online Learning Project Manager for NC TEACH and Project Co- ordinator for NC TEACH II at the UNC Center for School Leadership Development. Key responsibilities there included the development, implementation, teaching, and assessment of
held in different locations, bring together more than 1,000 middle school girls, parentsand teachers.Education Unlimited21 offers a variety of summer programs for students in grades 4-12. TheirA+ Summer Programs22 held at Stanford University builds proficiency in logic, critical thinkingand writing skills, dividing students into two sessions: a 12 day camp for 11th and 12th graders23,and a 9 day camp for 9th and 10th graders24, which focus on critical thinking skills in academicactivities: college level writing, research skills, logical thinking/argumentation, study skills, timemanagement, course/major selection, note taking, critical reading, and presentations. EducationalUnlimited21 and Sally Ride Science Camps25 sponsor a camp for girls for
required the team to ad-dress a particular decision situation, develop a model for solving their identified problem, applythe model to the specific case, and write a memo to a “client” that detailed the team’s results andrecommended decision for the case. The group parts were assigned on a Thursday and due inclass the following Tuesday. Students worked in the same three person group for all three E-MEAs which were a required part of the student’s course grade. These were graded by the in-structor. The comparison group was only assigned traditional homework assignments and somein class group problems (text book style) related to the course concepts.Grading rubrics were developed for each to ensure consistency and to verify that students metthe key
was on how the employee handles what they DON'T already know. That's more important than the shopping list of today's hot techniques. • Remember that specific tools come and go. Good engineers need a strong foundation in basic science, math/stat, communications/writing and engineering fundamentals. From this basis, specific techniques are applications of the fundamental knowledge. • Innovation, collaboration • It would have been helpful to have the option to select more items from the list. Selecting two or three topics is not an indication of what I want to see as essential topics. • Important Sectors: Biomedical, Automotive, Aviation, Electronics, Energy, Space • Essential Study Topics
, which begins with knowing your users’ behaviors and aspirations. As a result, librariansare increasingly adopting methods for learning about and understanding our users. A growingnumber of libraries are undertaking projects to study users’ behaviors by leveraging qualitativemethodologies, ethnographic strategies, and participatory design processes such as thosedescribed in the University of Rochester Libraries’ studies of researchers and students. Theirwork to understand faculty’s research practices and behaviors 1 and “what students really dowhen they write their research papers” 2 have inspired many other libraries to employ ananthropological approach to learning more about library users. Some of these projects arenoteworthy for their size
which we may develop innovativeeducational approaches to capturing, archiving, and projecting pivotal concepts in support of and incollaboration with teaching faculty. A Concept Vignette may be embodied through video media, but italso may be embodied in many other forms, such as artistic renderings, poetic verse, writings, etc. Figure2d illustrates the fourth dimension of the 4D Big-D pedagogy. The fourth dimension cannot be readilyvisualized, but instead embodies the extra-curricular and outside the classroom activities that arestrategically developed and coordinated to enrich design in the students’ experiences.II.2 Pedagogical UnderpinningsEngineering education continues to change as we encounter more interdisciplinary learning and
opportunities to assist theirdevelopment when these arise. A caring faculty can assist in bringing students closertogether through formation of learning partnerships, peer teaching, and sharing data andinformation with one another. It has been astonishing to see how working in collaborativedissertation groups has affected students. Long after their graduation, students recall themost significant aspect of their graduate program being the interpersonal learning and thedevelopment of collaborative sensitivity and mutual understanding among groupmembers. Learning how to acknowledge differences, arrive at consensus, set limits, andadminister fair sanctions to non-cooperative members are remembered and spoken of asmore memorable than either the formal focus
effective in preparing you to teach using the EiE units? Why? “Questioning strategies; Explanations of purpose” “...turn and talk to peers; questioning strategies; scaffolding...” Page 25.503.8 Informal Formative Assessment We begin all of our workshops (and many of the individual activities within workshops) with brief, informal, formative assessments of participants’ prior knowledge. This helps facilitators gain a sense of participants’ understanding of certain terms and concepts, but it also (perhaps more importantly) continues to model the educational best practices that we hope participants will carry
takeinitiative to pursue these opportunities for themselves. The ambassador is able to discuss howtheir “extra-curricular” experiences (internships, research, activities, etc) shaped both theircollege experience and the opportunities that have opened up to them regarding future careers.The first year students can begin their college careers seeing an example of someone who hasbeen through the experience and has reached goals relating to future careers. The ambassador isa relevant role model, a peer to whom students are able to relate. Additionally, the examplesprovided show how the work that the student has done in their engineering college career is Page
, it kind-a like…” “When this goes clockwise this is gonna go counterclockwise, right? So, if that’s going counterclockwise, (Bs) then that would be pulling it down, right? That‘ll be pulling the window down?” “So, instead of going on the bottom, how about we just wrap around couple of times and come down here (S) like that [shows how the string wraps around pulleys and comes down to the bottom of the window]” “(WRITES: can be used by elderly/weak person)”; “(drawing some kind of attachment on one of the (D) pulleys)”These six variables map onto design issues that are the basis of design cognition. A designdescription is never transformed directly from the function but is a consequence of a
25.774.5The members of the IASG provide the remote setup support for each of the teams for the monthleading up to the competition. This is a beneficial exercise for IASG members incommunication, terminology, network design, and implementation. Additionally, the IASGmembers configure and maintain all the competition equipment and the support systems such asremote access and server imaging machines, as well as writing the rules for the competition andrunning the actual event.Table 2. Cyber Defense Competition Participation NumbersSemester ISU CDC National CCCDC High School CDC CDC/IT
networkanalysis can be applied to various social units such as individuals, group of collaborators, socialinstitutions and nations [8]. The social network analysis in this study focuses on the co-authoring workdone among individual members within engineering education research organizations. Although thereare many other forms of collaboration among scholars such as conference presentations, peer reviews,informal conversations and non-publication collaboration, the co-authoring of journal articles ―may bean objective indicator of intensive, serious, and relatively long-term collaboration among researcherswho are highly committed to the relationships‖ [5]. Carolan and Natriello also suggest that, ―[co-authorship] analysis has been proven to be a useful way
verification and testing. To address the misunderstanding aboutprototypes and to teach the students how to get the most out of a prototype, we added a newlecture, given in Engineering Design II, that covers the general purpose of and detailed aspects ofprototyping. Students are provided sample prompts of various design problems, and are asked toselect the best sub-systems to prototype to solve the design problem.Student Performance EvaluationsStudent performance evaluations include peer- and self-evaluations of team participation andproject management. Each student is asked to write the top three contributions for each teammember, including himself or herself, and to rate each team member’s contributions using a 5-point Likert scale. The ratings are
of the Higher Technical School of Telecommunication Engineers, University of Vigo , Spain. From 1999 to 2003, he was the Head of the ICT Area of the University of Vigo. He is author or co-author of more than 200 papers in peer-reviewed international refereed journals and conference proceedings. He has directed several national and international research projects in telematics and technology-enhanced learning fields. He is very involved in activities within the IEEE Education Society (IEEE ES). He is Vice President of IEEE ES for Publications, elected member of the Board of Governors, and member of the Strategic Planning Committee. Since its founding in 2004, he has been a member of the IEEE Ed- ucation Society
Mexican private institution of higher learning committed to first-class teaching,public service, research and learning in a wide range of academic disciplines including businessadministration, the physical and social sciences, engineering, humanities, and the arts. Since1959, the Commission on Colleges of the Southern Association of Colleges and Schools (SACS)has accredited UDLAP in the United States. Most of the undergraduate engineering programsfrom UDLAP are accredited by the Consejo de Acreditación de la Enseñanza de la Ingeniería(CACEI), which is the peer-accrediting agency of the US Accreditation Board for Engineeringand Technology (ABET) in Mexico.UDLAP lives in a spirit of continuous improvement in the quality of academic programs
datais difficult in practice. A second significant assumption is that the theory of human capital doesnot explicitly model the intellectual ability, emotional commitment, or educational quality at theindividual level. Again, the influence of some of these determinants on the value of humancapital and economic value added of engineering education may be studied, but is not theprimary focus of the current work.Analysis MethodologySalary Data: Salary data was derived from the Payscale’s database, the world's largest store ofindividual employee compensation profiles. Each compensation profile is provided byindividuals motivated to gain access to peer salary comparisons for negotiation purposes. Thedatabase contains profile data for about 4% of the
suspected that it wasn’t because of superiorlearning on the part of the students.Assessing Adjunct PerformanceWhen an instructor teaches a class, the performance of the instructor can be evaluated using anumber of sources including feedback from students taking the class, peer evaluations fromwithin the department, and final overall course grades which are often publically available.The student feedback is almost entirely collected through end-of-semester course surveys whichcan have some shortcomings, such as they: typically occur before the end of the semester; don’tfocus on how the instructor can improve their performance; and often have low studentparticipation when the surveys are conducted online. Student feedback can be finicky andstrongly
the importance ofteamwork in engineering. As students move through the sequence of courses, they are engaged inincreasingly complex hands-on design projects that peer into a variety of engineering disciplines.The focus on the iterative design process allows students choose the topic that interests themmost and learn about engineering disciplines through those choices. Through the Academy,students are engaged during the school day, making science, technology, engineering, and mathpart of their world every day.The first four-year STEM Academy cohort to graduate will do so in 2013. Evidence that theSTEM Academy is moving students beyond the average level of academic preparation are the2011 school wide state NCLB assessment test results, which
the number of STEM professional Page 25.268.8development opportunities for teachers. The professional development offered educatorsopportunities to gain resources and learn interactive techniques to be used in the classroom. Inaddition, there was an increase in the number of near-peer role models from local colleges anduniversities and an expansion of the partnership with the Society of Military Engineers (SAME).The SAME partnership supported elementary school STEM activities efforts and goals. Theseindicators of institutionalization increased both the depth and scope of the Initiative.Option Year 3Today, STEM-UpTM serves 13 elementary schools
- first semester, 3 credit hours) Part II - Engineering Cornerstones (first semester, one hour credit – Introduction to the university mission and values, including study skills, lifelong learning, critical thinking) Part III - Manufacturing Processes Lab (first semester, one credit – Introduction to hands-on processes in the Machine Tool lab and in the Welding lab) Part IV - FIG groups – First-Year Interest Groups – Groupings of students by major/concentration with a Peer Advisor and faculty mentor of the same discipline Part V - Introduction to Engineering practice II (second semester -An introduction to the design process, communication, and further professional skills)Approaches to freshmen coursesA number of