within eachcohort.The cohort each year is defined as the first-time, full-time freshmen officially enrolled for the fallsemester in the College of Engineering. A student is considered retained for a year if s/he is stillenrolled in the College of Engineering in subsequent fall semesters at the time of the census(typically 21 days into the fall semester). For example, the number of first-year students stillenrolled at the time of the census of the second year would measure first year retention, and thenumber of second year students still enrolled at the time of the census of the third year wouldmeasure second year retention.The data consisted of 10 cohorts entering the university between 2000 and 2009. The number ofmen in the entering class sized
bepremature. Finally, the experiences of our study participants might not reflect the experiences ofracially diverse students in other engineering programs across the country.References1. Lent, R. W., Brown, S. D., & Hackett, G. (1994). Toward a unifying social cognitive theory of career and academic interest, choice, and performance [Monograph]. Journal of Vocational Behavior, 45, 79-122.2. National Science Foundation, Division of Science Resources Statistics (2007). Women, minorities, and persons with disabilities in science and engineering: 2007, .NSF 07-315.3. WEPAN (2006). Engaging America’s intellectual talent: The status of women and minorities in engineering. www.wepan.org4. Bandura, A. (1986). Social foundations of thought
of Human Factorsand Ergonomics Society, Annual Meeting, 2007.12. Messner, J.I. et al., “Using Virtual Reality to Improve Construction Engineering Education”, Proceedings ofASEE Annual Conference, 2006.13. Bell, J.T. and Fogler, H.S., “Virtual Reality in Chemical Engineering Education”, Proceedings of the 1988ASEE North Central Section Meeting, Detroit, Michigan.14. Chaturvedi, S.K., Bawab, S., Akan, H., and Abdel-Salam, T.M., “Development of a Methodology to Visualizeand conduct a Physical Experiment as a Web-Based Virtual15. Chaturvedi, S.K. and Abdel-Salam, T., “A Web-Based Student Learning Tool for Thermodynamics ConceptsRelated to Multistaging in Compressors and Turbines”, Innovations 2008: World Innovations in EngineeringEducation and
Education.3. McAlpine, L. and Harris, R. (1999). “Lessons learned: Faculty developer and engineer working as faculty development colleagues.” International Journal for Academic Development, 4(1).4. Sheppard, S. Macatangay, K., Colby, A., and Sullivan, W. (2008). Educating engineers: Designs for the future of the field. San Francisco: Jossey-Bass.5. Fisher, D., Fairweather, J., and Amey. M. (2003). “Systemic reform in undergraduate engineering education: The role of collective responsibility.” International Journal of Engineering Education, 19.6. Gillespie, K.J. and Robertson, D.L. (Eds.) (2010). A guide to faculty development (2nd edition). San Francisco: Jossey-Bass.7. Wankat, P. (2002). The effective, efficient professor
23.4.5Operating Philosophy:The most efficient way to operate an effective and efficient TCEP is with teamwork. Theprinciple players on the team are: 1. Technical Community Leadership 2. University Partner(s) 3. Human Resource Management 4. Employee University Partner 1. Tailored Curriculum 2. Application-Oriented Faculty 3. Technical Graduate DegreeHuman Relations Technical Community 1. Career Path Management 1. Champion the TCEP 2. Efficiency of Operations 2. Content
laboratory-driven Electrical Engineering 2-year curriculum for distance and at-home learning”, http://www.ee.washington.edu/faculty/soma/fipse/. 13. UC Berkeley, “Online curricula for monitored, closed-lab first-year CS courses”, http://www.cs.berkeley.edu/~clancy/ucwise/ccliemd04_narrative.pdf. 14. Velankaris, Y., Brophy, S., Okutsu, M., Delaurentis, D., “TEAM-BASED NEGOTIATION OF IDEAS ON DESIGN DECISION MAKING PERFORMANCE”, AC 2010-1902, in Proceedings of the 2010 ASEE Annual Conference, Louisville, KY, June 20-23, 2010. Page 25.275.9
follows: 1. Analyze a client’s objectives and formulate an engineering problem statement. 2. Develop multiple solutions to an engineering problem and determine the merits and deficiencies of each solution. 3. Recommend the most appropriate solution based on client and engineer developed criteria. 4. Develop a design for the most appropriate solution(s) to meet a client’s objectives. 5. Explain and document the solution in oral and written formats. 6. Work effectively in an engineering team by utilizing individual strengths and communication.Each team is made of 4 or 5 students and is assigned to a different project for an external clientwith a real need. On the first day of class students individually rank
tests, pre and post-affectsurveys, will also be administered to the students to gauge the effectiveness of challenge-basedlearning in MECE 3320.References1. Pandy, M., Petrosino, A, Austin, B. and Barr, R. “Assessing Adaptive Expertise in UndergraduateBiomechanics,” Journal of Engineering Education, Vol. 93, No. 3, 2004, pp. 211–222.2. Barr, R.E., Pandy, M.G., Petrosino, A.J., Roselli, R.J., Brophy, S., and Freeman, R.A., “Challenge-BasedInstruction: The VaNTH Biomechanics Learning Modules”, Advances in Engineering Education, Vol. 1, No. 1,Fall 2007, pp. 1 – 30.3. Bransford, J.D., Brown, A.L., and Cocking, R.R., “How People Learn : Brain, Mind, Experience, and School”(Expanded Edition), National Academic Press, (2000).4. Giorgio, T.D. and
, January 7, 2012.5. Meyer, K. and S. Ressler, “Let’s Get Down to Business: Preparation for ABET Under the New CE ProgramCriteria,” Proceedings of the 2009 American Society for Engineering Education Annual Conference, Austin, TX,June 2009.6. ABET Self Study Questionnaire, Engineering Accreditation Commission, ABET, Inc., Baltimore, MD., accessed Page 25.313.8at http://www.abet.org/download-self-study-templates/, January 11, 2012.7. Program Evaluator Worksheet, 2011-2012 Accreditation Cycle, ABET Inc., Baltimore, MD., accessed athttp://www.abet.org/uploadedFiles/Program_Evaluators/Training_Process/eac-instructions-for-completing-pev
Education. Honolulu, HI, 2007.4. M. Haungs, J. Clements, and D. Janzen, “Improving engineering education through creativity, collaboration, and context in a first year course,” ASEE Annual Meeting, Pittsburgh, PA, 2008.5. Council on Competitiveness, Innovate America, 2005.6. K. Kazerounian and S. Foley, “Barriers to creativity in engineering education: A study of instructors and students perceptions,” Journal of Mechanical Design, vol. 129, pp. 761-768, July 2007.7. N. Genco, N., K. Hölttä-Otto and C. C. Seepersad, “An experimental investigation of the innovation capabilities of engineering students,” ASEE Annual Meeting, Louisville, KY, 2010.8. B. Cooperrider, “The importance of divergent thinking in engineering
reflect the views of the National ScienceFoundation.Bibliography 1. Technically speaking: Why all Americans need to know more about technology, Greg Pearson and A. Thomas Young, editors, National Academies Press, (2002). 2. E. D. Hirsch and James S. Trefil, Cultural Literacy: What Every American Needs to Know, Random House, (1987). 3. Changing the Conversation: Messages for Improving the Public Understanding of Engineering, Committee on Public Understanding of Engineering Messages, National Academies Press, (2008). 4. Heywood, J., “Engineering Literacy: A Component of Liberal Education” Proceeding of the 2009 American Society for Engineering Education Annual Conference (2009
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Cognitive Learning Jean Piaget’s Cognitive Development Lev S. Vygotsky’s Cultural-Historical Theory of Psychological Development Albert Bandura’s Social-Cognitive Learning Bernard Weiner’s Attribution Theory Table 5 Instructional Development Models7 Type of Model Name of Model Classroom Oriented Models Gerlach and Ely Heinich, Molenda, Russell and Smalindo Newby, Stepich, Lehman
/sketching, orthographic Page 25.437.4projection, and etc. So far, students have done the first phase of the project. Someinteresting topics they have selected include: portable podium design, design of a bottleopener that can work for twisting off caps and popping off caps, improving design ofvegetable slicer, and redesign school bus seats.Peer reviewing will be used to evaluate their projects. Each presentation will be evaluatedby both instructor and peer groups. By the end of the semester, each student will submit aself-evaluation and s/he will also be evaluated her/his teammates.Evaluation Plan: The evaluation plan, designed to address progress
to identify, analyze, and solve broadly-defined engineering technology problems.In addition, the student outcomes for the FPGA curriculum will also meet the followingoutcomes required by the Program Criteria for an EET baccalaureate degree program6: the application of circuit analysis and design, computer programming, associated software, analog and digital electronics, and microcomputers to the building, testing, operation, and maintenance of electrical/electronic(s) systems; a. the ability to analyze, design, and implement control systems, instrumentation systems, communications systems, computer systems, or power systems.It can be seen from Table 4 that the student outcomes involve the final project. Thus, theassessment
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, 2009, pp. 819-827. 2. Caldwell, J.E., “Clickers in the Large Classroom: Current Research and Best-Practice Tips,” Life Sciences Education, 6(1), 2007, pp. 9-20. 3. Fies, C. and J. Marshall, “Classroom Response Systems: A Review of the Literature,” Journal of Science Education and Technology, 15(1), 2006, pp. 101-109. 4. Patterson, B., J. Kilpatrick, and E. Woebkenberg, “Evidence for Teaching Practice: The Impact of Clickers in a Large Classroom Environment,” Nurse Education Today, 30(7), 2010, pp. 603-607. 5. Karaman, S., “Effects of Audience Response Systems on Student Achievement and Long-Term Retention,” Social Behavior and Personality, 39(10), 2011 pp. 1431-1440. 6. Black
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, Steel, Inc., Atlanta Demolition, PaulLee and by the volunteer efforts of many students, faculty, and community partners. Thanks toall the faculty members who have encouraged students for participating in this project. Anyopinions, findings, and conclusions or recommendations expressed in this material are those ofthe author(s) and do not necessarily reflect the views of Southern Polytechnic State University orother project sponsors. Page 25.52.12Bibliography 1. Nations, U. (2010). Haiti Earthquake: Situation Updates. Retrieved 12 30, 2011, from UN News Centre: http://www.un.org/News/dh/infocus/haiti/haiti_quake_update.shtml 2
”,Information Systems Education Journal, Vol. 4, No. 50, pp 1-7, August 8, 2006.4. Auer, M. E., Pester, A. 2007. Toolkit for Distributed Online-Lab Grids. In: Advances on remote laboratories ande-learning experiences, 2007, University of Deusto, Bilbao, Spain.5. V. J. Harward, J. A. del Alamo, S. R. Lerman P. H. Bailey, J. Carpenter, et. al., "The iLab Shared Architecture: AWeb Services Infrastructure to Build Communities of Internet Accessible Laboratories," Proceedings of the IEEE ,vol.96, no.6, pp.931-950, June 2008.6. Felknor, C., DeLong, K. 2006. iLabs Service Broker Complete Machine Build, 2006, MIT iCampus, CambridgeMA, USA
Professors AAUP. Contingent Appointments and the Academic Profession, AAUP Policy 10th Edition, 2006, http://www.aaup.org/AAUP/issues/contingent/ (Accessed September 2011).4. Daryl G., Smith D G., Turner C.S., Osei-Kofi N., Richards S. “Interrupting the Usual: Successful Strategies for Hiring Diverse Faculty”. The Journal of Higher Education, 75:2, March/April 2004.5. Kezar A.J., Sam C. “Understanding the New Majority of Non Tenure Track Faculty in Higher Education: Demographics, Experiences, and Plans of Action”. ASHE Higher Education Report, 36, November 2010.6. Waltman J., Hollenshead C., August L., Miller J., Bergom I. “Contingent Faculty in a Tenure Track World”. Center for the Education of Women, University of
at HU spent a month at UH in September/November 2008 and anothermonth in September 2009. He shadowed the Associate Dean of Engineering at UH. Shadowingactivities included: 1. Observation of engineering classes at different levels. 2. Supervised assistance teaching a variety of engineering courses to develop a variety of pedagogical models and options. 3. Developing course(s) for HU, particularly in an electronic/computer-based classroom or for distance learning environment. One point of emphasis is the development of future shared projects between UH and HU students. 4. Observation, study, and practice of administrative and management skills, including ongoing faculty and curriculum development and revision. 5