student was using it. A server (a group of users) wascreated in Discord for the class and managed by Dr. Yan. Later on, each project group got aprivate text channel and a voice/video channel, which became the main Q&A venue with theinstructor and for file sharing, for convenience, beyond Moodle and emails.Project DescriptionThe lecturing portion of this PBL course focused on programming the Arduino lab kit, doing 3Ddesign in the CAD software, and learning project management strategies and teamwork skills.The final project would be the students’ testbed to practice all these skills.Each Arduino lecture required the students to do a hands-on exercise on programming, using thenewly-learned sensor and actuator, and integrating with earlier
Culture of Engineering,” Sociol. Q., vol. 32, no. 3, pp. 403–421, 1991.[13] G. A. Dotson, “No employee left behind: The lived workplace experiences of inclusion /exclusion of African American engineering professionals within the semiconductor industry,” Ph.D., Capella University, United States -- Minnesota, 2008. Accessed: Apr. 21, 2019. [Online]. Available: https://search.proquest.com/docview/304829603/abstract/B17933342F294806PQ/1[14] E. P. Douglas, P. G. Richardson, and F. Dupuy, “WIP: Racialized experiences of Black engineers.,” 2017.[15] T. S. Gibbs, “From retention to detention: A phenomenological study of the African - American engineer experience,” Ph.D., Walden University, United States -- Minnesota, 2008
Family Orientation offers panels where parents andother family members can meet with staff from the College of Engineering undergraduate program andstudent support resources (Cornell Engineering, n.d.). The University of Minnesota holds virtual Q&Asessions for parents with leadership from the College of Science and Engineering (University ofMinnesota, n.d.).Lastly, we looked for programs that were first-gen focused. As you can see in Table 1, some of themintersect with another category, like for example, La Guía Familiar de la Primera Generación from theUniversity of Florida (University of Florida, n.d.), which is a guide (in Spanish) focused on informing theparents of first-gen students. In this list you can see other universities and
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assisting in grade (50%). Thehigh ranking for hosting Q & A sessions (50%) is also high but is reasonable due to the ease withwhich this can be accomplished with currently available online technologies. Surprising is theassistance in grading as other schools noted that this is the biggest struggle with industry as theyoften feel they are not qualified.To help programs that either do not use or have struggled to successfully utilize industry to bettertheir capstone, the method and criteria for selecting industry was surveyed. The most used criteriaare discipline expertise (93%) followed by willingness and availability to help (71% and 85%).While firm experience and licensure all play a role in expertise, they ranked lower in the
questions are presented in the appendix).Additionally, a second post-lab questionnaire will be used to get free response feedback. The general resultsof the pre-lab survey are shown in figure 7. Pre-lab survey questions are denoted on the table below as “Q”followed by the question number (i.e., Question 1 = Q1).Statistics from preliminary data collection of the gear pump lab exercise evaluated the responses of 15students. Responses to the gear pump pre-lab survey (figure 7) were used to interpret the typical knowledgelevel and level of comfort with gear pumps among advanced fluid power students. Data collected suggestsa medium level of understanding of gear pumps (figure 8). This is known from the 33% of students whoanswered a confidence level of
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labeled I-Courses within the department. The “I” herebecame a quick code for inclusion of neurodiverse learners while also referring to our aim ofpersonalizing education for individual students. This way of referring to courses also mirroredthe university’s coding for courses aimed at developing competency in written communication(W courses) and quantitative skills (Q courses). It should be noted that our coding of redesignedengineering courses as I-Courses was only implemented within the department, as largersystemic structures and policies at the university related to course naming did not allow ourcourses to be designated as such in the course catalog.The infusion of codes representing a range of strengths-based language and symbolic
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.[2] N. Cross, Engineering Design Methods: Strategies for Product Design, 4th ed. West Sussex, England: Wiley, 2008.[3] C. L. Dym and P. Little, Engineering design: A project-based introduction, Third. Hoboken, NJ: John Wiley & Sons, 2004.[4] M. French, J. Gravdahl, and M. J. French, Conceptual design for engineers. London: Design Council, 1985.[5] P. Yock et al., Biodesign: the process of innovating medical technologies, 2nd ed. Cambridge University Press, 2015.[6] J. W. Lee, S. R. Daly, A. Huang-Saad, G. Rodriguez, Q. DeVries, and C. M. Seifert, “A solution in search of problems: a cognitive tool for solution mapping to promote divergent thinking,” J. Eng. Des., vol. 32, no. 6, pp. 300–321, Jun. 2021, doi
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PrairieLearn’s collaborative assessments to extract the timestamp ofeach student’s submissions to a given collaborative problem. Each submission was labeled asquick (Q), medium (M), or slow (S) based on its duration and whether it was shorter or longerthan the 25th and 75th percentile. We then applied sequence compacting techniques, sequentialpattern mining, and correlation analysis to identify latent patterns that characterize variousproblem-solving strategies across three database query languages (SQL, MongoDB, Neo4j). Theobjective of this study is to investigate the potential of temporal information - the amount of timespent on each submission attempt – in uncovering the recurrent patterns in groups’ submissionsequences. The next step is to perform
Times of Crisis through Project-basedLearning: Filming Activities at the Arab International University (AIU),” Theory and Practice inLanguage Studies, vol. 8, no. 12, p. 1649, Dec. 2018, doi: https://doi.org/10.17507/tpls.0812.10.[24] M. V. Q. Almeda and R. S. Baker, “Predicting Student Participation in STEM Careers: TheRole of Affect and Engagement during Middle School,” Journal of Educational Data Mining,vol. 12, no. 2, pp. 33–47, Aug. 2020, doi: https://doi.org/10.5281/zenodo.4008054.[25] N. Wekesa, Wafula, R. Ongunya, and Odhiambo, “Project-Based Learning on Students’Performance in the Concept of Classification of Organisms Among Secondary Schools inKenya,” vol. 7, no. 16, 2016, Available: https://files.eric.ed.gov/fulltext/EJ1105278.pdf[26
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science of team science: A review of the empirical evidence andresearch gaps on collaboration in science.,” American Psychologist, vol. 73, no. 4, pp. 532–548,May 2018, doi: 10.1037/amp0000319.[23] Q. Ye, H. Song, and T. Li, “Cross-institutional collaboration networks in tourism andhospitality research,” Tourism Management Perspectives, vol. 2–3, pp. 55–64, Apr. 2012, doi:10.1016/j.tmp.2012.03.002.[24] R. K. Pan, K. Kaski, and S. Fortunato, “World citation and collaboration networks:uncovering the role of geography in science,” Sci Rep, vol. 2, no. 1, p. 902, Nov. 2012, doi:10.1038/srep00902.[25] J. D. West, J. Jacquet, M. M. King, S. J. Correll, and C. T. Bergstrom, “The Role ofGender in Scholarly Authorship,” PLoS ONE, vol. 8, no. 7, p. e66212
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generation of sustainable energy in Brazil.Governor's office The governor’s office visit was an extremely important one to show the non-technical side ofengineering to students. Policy shapes all forms of engineering indiscriminately, regardless of thetechnical side of the discipline. When the group visited Rio de Janeiro, the students were invited to theGovernor’s palace. After touring the historic site and perfectly manicured courtyard, the students weregreeted by a panel of politicians based on sustainability and energy consumption. Each politicianintroduced themselves and their credentials and then gave a short presentation about the usage andstatistics of renewables in the city of Rio. The most enriching part was a Q & A section
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