). Figure 14 shows the wind speed data between3:30 PM of January 6 and January 7, 2010. These are instantaneous wind speeds sampled everyfive minutes between 3:30 PM of January 6 and 7 of 2010. Average speed for the day was 8.1mph. It is noted from Figure 4 that the average monthly wind speed is 8 mph for Mercedes.This data reflects a typical January day. Expectedly, wind mostly blows during afternoons andslows down significantly during early mornings. While early morning wind speed drops to below5 mph for several hours, the speed picks up as high as 20 mph and above, occasionally hitting 25mph. While this is not the best wind month for this area, this is a good representation of theaverage wind speed for the area as is clear from Figure 4
toolssuggested some necessary refinement for students to get most benefit from the game experiences.ACKNOWLEDGMENTThis work is supported under a Innovations in Engineering Education, Curriculum,and Infrastructure grant EEC#0935089 from the National Science Foundation.BIBLIOGRAPHY[1]. Bowen, B. A., “Four puzzles in adult literacy: Reflections on the national adult literacy survey,” Journal of Adolescent and Adult Literacy, 42, 314-323, 1999[2]. Klemp, R., “Academic Literacy: Making Students Content Learners,” http://www.greatsource.com/rehand/6-8/pdfs/Academic_Literacy.pdf[3]. Stothard, S. E. and Hulme, C., “A comparison of reading comprehension and decoding difficulties in children,” Cornoldi C. and
Librarianship 36:158-165, 2010.7. Meyers, KL, SE Silliman, and NL Gedde, A comparison of engineering students’ reflections on their first-year experiences, Journal of Engineering Education 99:169-178, 2010.8. Angelique, H, K Kyle, and E Taylor, Mentor and muses: new strategies for academic success, Innovative Higher Education 26:195-209, 2002.9. Khazanov, L, Mentoring at-risk students in a remedial mathematics course, Math and Computer Education 45:106-118, 2011.10. Rodger, S, and PF Tremblay, The effects of a peer mentoring program on academic success among first year university students, Canadian Journal of Higher Education 33:1-18, 2003.11. Thorsheim, H, H LaCost, and JL Narum, Peer mentoring of undergraduate research in
2016.Design Sequence ArchitectureAs a starting point for achieving the three objectives stated earlier, the undergraduate committeebegan by reviewing the design component of the curriculum at peer Electrical EngineeringDepartments with similar size and ranking. Our senior capstone design course was organizedalong the same lines as many other departments, and reflects ABET criteria. In addition togeneral lectures concerning professional engineering topics, there are weekly laboratory sections.In self-defined project sections, students first complete predefined laboratory assignments duringthe first half of the semester before beginning a self-defined project approved by their instructor.In other sections, student teams select a major design
others. Some departmentshave much more discretionary funds than others”. 6 While substantial amounts of facultytime and effort were required for curriculum revisions, historically lecture and theorybased courses, have been dramatically upgraded to reflect the concepts and skill sets needby today’s graduates.OutcomesPretesting identified little difference between those students who took the lecture onlycourse and those who also took the course with a laboratory component. Quantifiablecomparisons from those with the lab component show a substantial increase in quiz/testscores, and final course grades. In addition, the laboratory sessions served as a classroomassessment technique providing real time validation of the problem solving pedagogy
% Figure 8. Summary of post-intervention journal themes (n=29)ConclusionsThis study revealed that the elementary students’ conceptions of robots changed from naïve torealistic with instruction, and this change was reflected in their drawings both immediately andafter a 3-month delay. Furthermore, student journal entries and teacher comments clearlyindicate that the students enjoyed the outreach activity. Anecdotal comments from the teachersalso suggest that the robot programming activities facilitated student learning in mathematicslater in the school year during an introduction to the coordinate system grid.Key characteristics of the outreach activity include the following features: (a) it is very low-cost;(b) it minimizes the impact on the
r car fuel in an econo my car, or ddiesel fuel inn a gasolineengine. Commentary is provided to caution students about real world performance issuesassociated with certain parameter choices. The activities call for the student to first predict ideal engine performance under differentscenarios. Next, the students will use the simulator to explore the effects of changingparameters. Initial changes are specified in detail to acquaint students with the simulator, withsubsequent explorations requiring students to make decisions regarding how to determineanswers. Students utilizing the activity are frequently encouraged to look at additional optionsand scenarios according to their interests. Finally, students are asked to reflect on
, students spend less time inreflection over the course material, which is unfortunate because reflection is more likely to lead todepth in conceptual understanding and critical thinking about the material2, 3.Evidence that the traditional collegiate-level strategies are not successful in developing deep, criticalthinking in college students has been making national headlines. The recently published“Academically Adrift” by Arum and Roksa4 concluded that colleges and universities graduate studentswith no significant increase in critical thinking. Meanwhile, over the past few decades, the author citesthat average GPAs are on the rise. Albeit critical thinking isn’t the only lens to view success (nor isthe Collegiate Learning Assessment used in “Adrift
27 3.0 1.2 41% crunching 3. Book didn’t complement the problem set 25 2.8 1.4 32% 4. Spreadsheets took focus away from 27 2.8 1.3 26% concepts 5. One group member did the work, but all 27 2.3 1.3 27% got credit 6. Too much repetition of concepts 26 2.3 1.1 11%The feedback from the students regarding interferences provided us with opportunitiesfor reflection and adjustments. Given the size of the class and support budgets for thecourse, it is difficult to see what can be done to reduce class wait time for help. A moreeffective way to run the course, especially given all the other inductive
theexperience was positive and that they would want to do further research work.Initial Conclusion and Future WorkThis initial study indicates that some students who performed an undergraduate researchexperience are not encouraged to continue with post-graduate education. Students whoparticipated in the summer were required to work continuously for about two years giving littletime for reflection, relaxation and regeneration. Those that originally wanted to pursue post-graduate education where encouraged and those that had questioned the benefit werediscouraged. This may truly make for a better graduate student once they get into a graduateprogram. The students that attended the Graduate Institution did not have that same benefit. Inevery category in
. Figure 5: Aluminum Clamps with ABS Plastic iPod Holders mounted on an aluminum specimenExperimental Results and DiscussionIn measurements reported below, we kept the distance LG between the two clamps to beapproximately 4½” to achieve comparable precision in G measurements by both inclinometersand iPods. Figure 6 shows a plot of shear stress versus shear strain data points in the elastic rangewith least-square line fits to determine the shear modulus of 2024-T351 aluminum alloyspecimens. Since the inclinometer display changes by as much as 0.15 often, the horizontalerror bars for inclinometer data reflect this 0.15 uncertainty whereas the iPod data error barsreflect the Clinometer display resolution of 0.1. Table 1 below summarizes the
homework, or extemporaneouslyanswers student questions in front of the entire section from the active minority who ask.Students seldom witness or encounter what to do if they are “stuck” and cannot see a clearsolution path. On the other hand, studios are designed to engage all students in the classroom.They are activity based where students spend the majority of the class time in action to answerconceptual questions, solve problems, explain phenomena from in class demonstrations, work onvirtual laboratories, etc. The GTAs or instructors interact with students in a facilitative modewhere they ask probing questions designed to enable the students to reflect on appropriateprocedures and concepts so that the students themselves can identify what to do
: NumericallyControlled Oscillator (NCO); Cascaded Integrator Combo (CIC) filter; Channel Equalizer;Digital Communication Transmitter; Digital Communication Receiver; and Pulse Shaping.Course Benefits and AssessmentThis course is an important elective course to graduate students interested in the topics of DSPand reconfigurable hardware design. It plays a vital role in stimulating their interest to performresearch in the area of hardware implementation of DSP systems. Through lectures, readings,and working with practical designs, students learn the pros and cons of different implementationmethodologies. Each time the course is offered, its contents change to reflect the new trends inindustry including any new features of the tools and hardware platforms
the majority of the female figures named here were not, uponclose reflection, from STEM fields, but rather other socially important fields. More about thiswill be discussed subsequently. Table 4. Group Statistics for R3. Student Gender (Male vs. Female) N Mean Std. Deviation Std. Error MeanQ1 Male Figures Male 513 5.14 2.204 .097 Female 634 4.91 2.155 .086Q1 Female Figures Male 513 .18 .482
Strongly Agree.From Table 4, it can be seen that the students were not very satisfied by the support from theindustry. This was the first time a project of this nature and scale was done as a part of this class.The industry support to the students while working on the project was not made available at thelevel or frequency that was planned. This is clearly reflected in the student feedback. Thedetailed feedback from the students has provided the instructors with better ideas regarding howto engage students and industry during the course of the project. The plan is to currentlyimplement these improvement measures during the upcoming semester. The feedback indicates that working on the project and the material covered in class wasuseful to
countries were equally encouraged toparticipate. Interestingly, when the program was held in California, the majority of participantswere from Danish Universities and when the program was held in Denmark, the majority of theparticipating population of students were from the United States. Regardless of the disciplinestudied and the degree level pursued, the formed groups reflected examples in a diverse teamthat investigated the opportunities and challenges facing renewable energy implementation frommany directions.Program StructureThe California - Denmark Renewable Energy Summer Workshop consisted of three majorcomponents; lectures, field trips, and project work. All components varied from year toyear based on the feedback received from the
perceptions relating to the aspects of the course that they liked and that should beaddressed in the future. First order themes indicate the main ideas that students took away fromthe course related to each of the main topic areas. In certain instances, first order themes arefurther broken down into second order themes to better communicate the students’ experiences.4.3 Reflections on Assignment Design with Respect to Bloom’s TaxonomyTo determine if the assigned activities required the students to engage in and practice higherorder thinking skills, the assignments were assessed based upon the Bloom’s taxonomy scale.We created a rubric with keywords6 that described each level of Bloom’s taxonomy. Threereviewers (chosen from the instructors of the
Page 25.1251.7delivery and teaching pedagogy. Evaluation results show positive learning experiences.Future work includes more pilot-testing in biomedical engineering courses.AcknowledgmentPartial support for this work was provided by the National Science Foundation's Course,Curriculum, and Laboratory Improvement (CCLI) program under Award No. 0837584. Anyopinions, findings, and conclusions or recommendations expressed in this material are thoseof the authors and do not necessarily reflect the views of the National Science Foundation.Bibliography1. Y. Guo, S. Zhang, H. Man, and A. Ritter, “A Case Study on Pill-Sized Robot in Gastro-Intestinal Tract to Teach Robot Programming and Navigation”, Proceedings of ASEE Annual Conference and
content. Grade “GoingTodo, Doing, Rant triplets.” Make sure they arenot recording what they already know how to do. Make sure that they are Ranting appropriately.Rant means “Reflect, Analyze, NexT.” Count the triplets. More triplets, better writing, higherscore.The goal of introduction to engineering is to teach students what an engineering project is. Thecreative, fun part of this class is to move students from playing, to doing things first, to designand finally to problem solving. The notebook the forum in which this narrative can be seen. TheGoingToDo, Doing, Rant triplets map to the emergence of design in all of it’s art, science andbusiness aspects. Counting triples creates a student incentive to record more detail that leads tomore drawing
Tycoon 2 as theparticular game because of its appeal to the age level of students we were targeting and becausethe game is interactive and players have to make decisions not only to solve current problems ,but also to avoid potential problems as the park goes through its day to day operation.Students were required to investigate industrial engineering strategies within the game tomaximize the Park Rating (PR) for the theme park that they built. The PR is a score assigned bythe game that reflects the quality of the theme park based upon how well the park is designed andoperated. In order to achieve a high park rating, student teams had to construct an exciting parkthat also catered to the needs of park visitors. The highest PR possible is 1000
augmented/replaced by peer-instruction activity, wiki posts. The number of regular exams is reduced to 2 from 4 one-hour long exams. The final exam is kept as usual.Learning outcomesThe results of this methodology are measurable improvements in the quality ofinstructions. It provides a metric that measures or reflects the degree of active learningthat has taken place in the course. Along with this, many of the challenges in teachingservice course, or any course for that matter, share certain commonalities. For instance,the lack of student engagement is often a common problem in many courses, service ornot. So, the return of this methodology generalizes to other courses as well. Thismethodology is based on the conviction that students when trusted
reflect the views of the National Science Foundation.to a specific engineering discipline). The definitions were recorded verbatim, as well as anysupporting text that further elaborated the concept. This information was presented to the projectleadership team (5 researchers). Based on this information, the two studies and report citedabove, and the need to achieve additional focus for the assessment process, the team decided tofocus on a smaller set of primary concepts that are central to engineering, important at thesecondary level, and can provide strong links to science education. Four primary conceptsemerged and sub-concepts were identified under these concepts serving to highlight keycomponents. The concepts and sub-concepts are: • Design
engineering aside from:‘developmentally appropriate’ recommendations9 and the need to move beyond ‘plan and do’constructions and contests by the inclusion of reflection after activities21;8. there are high participation rates for ethnic minorities but not females22; and9. engineering take-up tends to be explained by home and cultural background23 – arising duringthe life-course rather than via a ‘linear’ school-dominated progression24.Finally, very few evaluations of school-based engineering education have the rigor ofcontrol/comparisons and often focus on numbers attending rather than impact on course/careerchoice25. From the above studies, we can surmise there is little understanding of opportunities,support and effective pedagogy associated with
expressed in this material are those of the authors and do not necessarily reflect the views of the NSF. External Power Supply MyDAQ RASCL Board Laptop with ELVIS (a) (b) Figure 1. The portable electronics experiment kit (PEEK): (a) kit setup and (b) PEEK with a case (Figure excerpted from [1]).During Fall 2011, these toolsets were applied to laboratory activities associated with two courses:ENGR 3014—Circuit Analysis and ENGR 3050—Instrumentation and Controls; specifics of each aredescribed below:ENGR
of students disengaged or distracted - this was especially true for Class 1 which was an 8 am class.4. Increased overall participation. Apart from participation mandated by the app, students were eventually more comfortable at sharing their thoughts during class - even without the use of the app. Of course, it is difficult to make such a statement without an effective comparison but the level of volunteered participation was noticeably higher compared to previous offerings of the same courses. This can be attributed to the frequent use of Pikme leading to students feeling at ease with contributing their ideas. This observation was also reflected in the student survey.Student Survey ResultsAs explained earlier, two forms of
and an undergraduate degree in politicalscience. We are in the business of helping students develop their methodological toolkits through the liberal arts practices of reflection, insight, and synthesis. Using thesepractices, innovation and entrepreneurship have been integrated into an engineeringcurriculum through a year-long liberal arts seminar at Milwaukee School of Engineering.This three-course freshman-level honors sequence has “The City” as its topical focus.Although we did not set out to create a course in entrepreneurship, the relationshipbetween our intended goals and the tenets of entrepreneurial education became clearwhen we examined the content of our classes in connection with a grant application webecame involved with that
decision making activities into the course based on two main reasons: thefirst is the results of the student evaluations that reflect the difficulties encountered bystudents in synthesizing and applying the engineering science knowledge on design ofthermal systems, and the second is lack of computer-based system simulations in theprevious course content. As a result, the course content and emphasis have changed intofive main areas: Engineering design process and system thinking Selection and design of components of thermal systems Page 25.822.3 Engineering economics and life cycle cost analysis Mathematic tools for simulation of
-term surveys is comparedto past feedback. Reflections by faculty mentors will be used to highlight challenges andattempts to address them. Reflections on the process of transitioning mentoring and cohortleadership to faculty in permanent and temporary roles will also be included.BackgroundStudents in our program are selected on a competitive basis with an eye towards supporting adiverse working group. Here, diversity includes majors, years, gender, race, socioeconomicbackground and cultural experience. During the weekly seminar, students engage with eachother and the faculty mentors as a large group, in smaller teams and in various affinity groups.Our program has demonstrated past successes in addressing issues important to the field
students to pedagogies of liberation encourages them to claim responsibility for theirdecisions and to see themselves as co-teachers in a community of scholars18. Critical thinkingand reflective action are methods used to understand situations and decide on which part of Page 25.836.3professional ethics to use to toggle the situation. These are also the outcomes of pedagogies ofliberation. Students who are taught from this perspective not only learn to think ethically but alsoto act ethically.Herreid16 stated that the use of case studies in teaching could be classified into four major types:(a) individual assignment; (b) lecture format; (c
with the assumption that most of the students have very little useful knowledge of the topics to be covered.”In contrast to their results we have a fairly strong loading on ITTF6. ”In this subject I concentrate on covering the information that might be available from a good textbook.”We believe that this may reflect some differences in learning culture, though both our and Page 25.855.6Prosser and Trigwell’s studies draw on a significant number of responses from Swedish aca-demics. The difference in our study is that all responses were collected from a single faculty 5at a single university