Page 23.857.20 speaking techniques. presentation.Table 6.2: Criteria for Idea Pitch and Final Exam Presentation Delivery SkillsCriteria Very poor = 1 Good = 3 Excellent = 53. How well did the Speaker did not Speaker understood the Speaker’s answers tospeaker answer the answer questions or questions and helped judge's questionsquestions from the provided answers clarify points in the strengthened the casejudges? which were not presentation to which for the idea andDid the Q/A period relevant to the the judge referred. speaker repeated
for the idea andDid the Q/A period relevant to the the judge referred. speaker repeated thestrengthen the case judge's questions or Speaker repeated the question.for the idea? defensive. question and made sure Speaker clarified the the question was questions points answered effectively and added evidence to an already Page 23.379.20
. Page 24.882.6Table 1. Select questions from Fall 2013FIG Student Survey [%SA/A = percentage of students who either agreed orstrongly agreed; %N = neutral; %D/SD = percentage of students who either disagreed or strongly disagreed;%NoAn = no answer] Avg* STDEV %SA/A %N %D/SD %NoAn Q# Question FIGs have helped me develop valuable connections with 7 students in my own major. 3.73 0.97 61% 25% 13% 2% My peer advisor (PA) has been a source of positive support 11 this semester. 4.35 0.70 86% 13% 0% 2% My faculty mentor
Means as a Function of Gender, Race/Ethnicity and Prior Experience with Video Game Use on the Computer Aggregate means of the student responses to questionnaire questions are presented inaggregate in Table 2, as a function of gender, race/ethnicity and video game use on the computerin Table 5, Table 7 and Table 9. The responses in the tables are averages and standard deviationsof responses on a Likert scale where 1 = Strongly Agree, 2 = Agree, 3 = Somewhat Agree, 4 =Neither Agree nor Disagree, and 5 = Somewhat Disagree, 6 = Disagree, and 7 = StronglyDisagree. The student responses provided in Table 2 indicated that on average, students agreedor somewhat agreed (Q < 3.5) that the game was easy to play and enjoyable ( Q2 = 2.83
Timoshenko Problem Solved Using All the Five SIMS.A rigid bar AB with rollers of weights P = 40 N at end A and Q = 80 N at end B is placedinside a circular ring in a vertical plane as shown in the system space diagram. Radius of the ringand the length AB are such that the radii AC and BC make a right angle at the center of the ringC. Neglecting friction and the weight of the bar AB, prove that the angle ψ, AB makes with thehorizontal is [(α – β) / 2]. Find α, β & ψ; the contact (normal) reactions NA & NB at A and B. and the axial compressive force S in the bar AB. P C QThe author was inspired in 2015, by this classic A αhomework problem by
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discipline, leading to greater jobsatisfaction, career advancement, and impact in the field.VII. AcknowledgementsThe authors would like to thank the resident assistants who participated in the study as well asMines’ Director Residence Life, Dr. Mary Elliott, for supporting this research project andgranting access to student RAs and Residence Life staff. Additionally, we thank other membersof our research group, undergraduate students Lucinda Gilbert-Fagen and Julianne Stevens, forresearch support and feedback on the analysis leading to this paper.VIII. References[1] Rea, S.C., Shiekh, K., Zhu, Q., & Nieusma, D. (2021). “The Hidden Curriculum and the Professional Formation of Responsible Engineers: A Review of Relevant Literature in ASEE
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,” • “Update assignments / Refresh Instructor,” and • “Trying to keep students engaged in the topics with hands-on class activities, videos, demonstrations, and projects.”When asked if there are any difficulties in finding material, the participants who indicated thatthey do not update the course said that the reasons are that this particular course in introductoryand the material does not change very often. Some examples of the responses were: • “Fundamental process of construction management does not change,” • “Generally, do not see a need to as I keep it very high level in the intro portions I teach and more discussion based with Q&A,” • “Basic introduction topics,” and • “The course is a standard for entrance
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discussed bystudents in the course discussion area, solutions to end-of-chapter problems for practice problem-solving, asynchronous Q/A with instructor and peers in Discussion Board, other related resourcessuch as tutorials on features and functionalities of Excel, and valuable recordings, websites, orpublications related to the topic for each module.Asynchronous discussion is a key feature of this course. In each module, students are expected toread the assigned pages, watch the instructional videos, practice problem solving, and postquestions to the discussion area to fully learn the material before attempting homework, cases, orexams. Questions in the Discussion Board are answered quickly by the instructor or by studentswho know the answer
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