most of them carry negative connotations. 4. Traditional notions show themselves in the form of proverbs. In other words, proverbs likeother linguistic vehicles are the reflection of speakers’ views, cultures, believes social behaviors androles. So animal expressions can reveal the individual or social thoughts. 6. References A) English Adams, w., Thomas, and Susan R. Kuder, 1984, Attitudes through Idioms, Newburg Housepublishers, INC. Collis, Harry, 1994. 101 American English proverbs, Published by: passport Books, a division OfNTC Publishing Group. Davies, E. E., Bentahila, A., 1989. Familiar & less familiar metaphors. Language &communication 9, 49-68. Fraser, B., 1981. Insulting problems in a second
stations reported on the projectvery favorably in their daily news coverage. The project concluded with final team reportsthat examined the entire design process, including the conclusions derived from prototypetesting as well as their personal reflections on the activity.The grades students received for this project were based on the team reports demonstratingachievement of learning objectives and the validity of conclusions drawn from the testresults. Every student also received a score based on the CATME report that reflectedstudent’s contribution to the team as evaluated by the team members, (Team activities andinteractions related to all course projects were evaluated by the Comprehensive Assessmentfor Team-Member Effectiveness (CATME) 3
,thermal power sources are emphasized as sustainable energy solutions and highlighted inlecture and laboratory experiences.A team-based design project reflects the sustainable energy theme. During the firstteaching of this course sequence we concentrated on energy storage in compressed air,which is used to propel an air-powered train in an end-of-year design competition. Theproject spirals the design methodology, communication, teamwork, programming,manufacturing and hardware skills acquired during the first year of our new curriculum.For example, students are introduced to the following new manufacturing tools andtechniques: CNC mill, CNC lathe, CNC router, vacuum forming and injection molding.The students continue to use Arduino
that our newly developed laboratory made contributions in enhancingstudent intelligent control design skills on the soft side, which is highly demanded for a 21stcentury and future engineer.I. IntroductionControl course is a classic but also a difficult course in engineering education. With the energysaving revolution in progress, it is playing a more important role in engineering curriculum.Since a control course mainly focuses on theoretical and abstract subjects, it is very challengingfor an instructor to attract and keep our students’ interest when teaching it. Active learning is aneffective pedagogy to support student learning. It involves providing opportunities for studentsto meaningfully talk and listen, write, read, and reflect on the
computer and with no specific requirements. Anyone with anInternet connection and access to a web browser can interact with and control a remoteexperiment from anywhere. Users and experiment developers no longer have to worry aboutversion problems or updates, since all the interfaces do not use proprietary technologies.Acknowledgement and DisclaimerThis work is partially supported by the National Science Foundation under Grant Numbers EEC-0935208, EEC-0935008.Any opinions, findings, and conclusions or recommendations expressed in this material are thoseof the author(s) and do not necessarily reflect the views of the National Science Foundation.Bibliography1. Ambrose, S. A., & Amon , C. H. (1997). Systematic design of a first-year mechanical
careers in science and engineering in the spring and summer relative to fall.Thus, interest in studying these subjects in college may correlate with increased understanding ofSTEM careers.The DAET results suggest that girls more easily and accurately described what engineers do inwriting than in their drawings. In the larger core student sample, girls’ written descriptionsshowed positive changes over time, specifically including fewer references to fixing or makingthings. In contrast, the girls’ drawings in spring 2010 tended to more often reflect concepts offixing relative to their fall 2009 drawings. In contrast, the sample of campers demonstrated ashift between spring and summer. Girls drew significantly fewer engineers fixing and
“generic” office ceiling plan or theplumbing riser diagram for a “medium rise building” that is at once everywhere and thusnowhere. In HCL, to both its credit and its detriment, the same numbers almost all butdisappear into side-bars or simple rule-of-thumb tables6 yet with a purpose that I believe hasgreater promise and purpose. For the bulk of HCL’s arguments are qualitative, relational andgeometric - more or less southern exposure, greater or lesser degrees of cross ventilationpaths, etc. - in a manner that literally relies on a student’s “obvious” reading of its very notslick photographs and simple illustrations to pass along ownership of their “proof” to thereader - “Here, see for yourself!” Reflecting now on my two systems courses, there
was a theme that was used in development of courses. These objectiveswere reflected in the design of the syllabi of the courses and were served through well- definedoutlines.Just- in- time math and science ideas and self- paced learning were introduced in these programsto help interrelations between engineering courses and the math and science prerequisites.The nontraditional approach to education was borrowed by some universities, were self- pacedand one- room math schoolhouse type of classes was introduced.The program incurred many challenges but opened up many opportunities for success forstudents. Despite the success, the program still faced considerable administrative challenges.The experience proved that the collaboration could benefit
through a series of assignments and the narrative will bebased on a series of reflective questions.The intention is for the curriculum to not only allow students to track and articulate thedevelopment of the selected attributes but to also enable them to acquire a deeper understandingof how their work place experiences contributed to their professional growth with respect to theattributes.The paper includes a summary of the pilot study of the initial curriculum design, a description ofthe current iteration of the curriculum, an outline of the implementation strategy and a shortdiscussion of several operational challenges associated with implementation.Initial Work Term Curriculum Pilot StudyThe Faculty of Engineering has been examining ways to
mentor, I persisted.” — Female post-doctoral associateiThe need to increase the numbers of traditionally underrepresented minorities (URMs) in engineeringcareers and research is well documented. Underrepresented minorities (African Americans,Hispanics or Latinos/as, and American Indians/Alaska Natives) make up approximately 31% ofthe population1, but account for just 11.6% of the science and engineering workforce2. Thisdisparity is also reflected in the demographics of students earning degrees in engineering. In2008, just 12.4% of the Bachelor‘s degrees in engineering were earned by underrepresentedminorities3. Looking at graduate degrees for the same year, 19% of the Master‘s degrees and3.5% of the doctoral degrees granted in engineering fields
workQualitative Interviews Fifteen students at a large, public institution were interviewed in the spring of their senioryear (2007). Interviews were semi-structured and open-ended. Questions were designed to elicitstudents’ reflections on their college experience. Students spoke about their motivation to studyengineering primarily in response to one question: Are there any aspects of engineering that youparticularly like? Follow-up prompts elicited detail about the qualities or specific activities ofengineering that students cited. Students spoke about gender and their experience as engineeringstudents in response to three related questions: (1) How has gender played a role in yourexperience here at the UW? (2) Can you tell me of a particular
, an interesting issue is the time delay betweendemand and supply. It seems harmless at the first look, but it turns out to be a potential cause foroscillation or even instability, which is reflected as the periodic cycles of boom and bust ineconomy. This problem is pretty hard to analyze except with advanced knowledge of systemthinking. However, it can be conveniently simulated and analyzed with the help ofSTELLA®/iThink® .The third part of this course is the investigation of systems in different fields. The first topic is aphysical system, where a simple climate model can be set up. The inflow of energy from the sunis assumed to be constant, and the outflow of energy by radiation is affected by the concentrationof greenhouse gasses, as well
done in association with this framework. Students’ artifactsare the primary source for evaluation. Reflective essays will also be required at the end of theproject. In addition the teamwork and communication aspects are assessed through existingassessments9.Rubric development is an iterative process involving the faculty advising the multi-disciplinary Page 22.1278.11team, together with the input of systems engineering faculty members with extensive industrialexperience in the systems field. This is to ensure that the learning objectives are appropriatelyaddressed and that the rubrics are constructed to effectively and reliably capture the range
. Opinionsexpressed by the authors are their own and do not necessarily reflect the policies of the NationalScience Foundation. Bibliography1. Wellman, J. (2002). State Policy and Community College - Baccalaureate Transfer. (National Center Report #02-6), San Jose, CA: National Center for Public Policy and Higher Education & The Institute for Higher Education Policy.2. California Post Secondary Education Commission. (2010). Executive Summary: Ready or Not Here They Come: Projections for Public Higher Education, 2009-2010. (Report D10-01), Sacramento, CA:3. National Center for Education Statistics. (2009). Table 270. Associate's Degrees and Other Subbaccalaureate Awards
fails to reflect this change.2Social science research documents disproportionate attrition of women in STEM disciplines atcritical transition points such as receiving a Ph.D. degree, entering the assistant professorposition, receiving tenure and promotion to associate rank, and receiving promotion to fullprofessor.2 Among factors accounting for this phenomenon, especially in the areas ofrecruitment and advancement of women faculty, are biases and weaknesses in recruitmentstrategies (University Leadership Council 2008) as well as institutional climate, including asense of isolation,3 lack of role models,4 and lack of women in key academic leadershippositions.5In this context, the NSF ADVANCE program represents one of the most far reaching
, #0942778. Any opinions, findings, and 6conclusions or recommendations expressed in this material are those of the authors and do notnecessarily reflect the views of the National Science Foundation.Bibliography [1] http://www.coe.neu.edu/Depts/SET/set/whatisset.html [2] A. Selmer, M. Kraft, R. Moros, C.K. Colton, “Weblabs in Chemical Engineering Education”, Trans IChemE, Part D, Education for Chemical Engineerings, Vol. 2, pp. 38-45, 2007. [3] Sloan Consortium of Institution and Organizations Committed to Quality Online Education, “Staying the Course: Online Education in the United States, 2008”. http://www.sloan-c.org/publications
iLab, and felt the lab had made themthink about and understand some things they would not have been able to from just lectures ortextbooks. This activity successfully helped us to understand the requirement for the VR-Lab.Acknowledgement and DisclaimerThis work is partially supported by the National Science Foundation under Grant Numbers DUE-0942778, EEC-0935008, and HRD-0928921.Any opinions, findings, and conclusions or recommendations expressed in this material are thoseof the author(s) and do not necessarily reflect the views of the National Science Foundation.Bibliography 1. I. E. Allen and J. Seaman, “Learning on demand: Online education in the United States, 2009”. Technical report, The Sloan Consortium. Retrieved May 1, 2010
,” “O,” and “C” have beenidentified in human development research to constitute the motivational and decision making(executive) skills requisite not only for science, technology, engineering, and math (STEM)attainment but, as well, for succeeding in life more generally, e.g., for protecting against schoolfailure and drop out and for promoting healthy life styles and success in interpersonalrelationships, including peer relationships, student-teacher relationships, family relationships,and civic engagement and community contributions9,12,13. Indeed, the “soft skills” indexed bySOC reflect both practical (planning, coordination) and analytical (problem solving) abilitiesand, in the case of compensation (and the loss-based selections) a component
, findings, and conclusions or recommendations expressed herein arethose of the author(s) and do not necessarily reflect the views of the National ScienceFoundation.Bibliography:[1] National Science Board. (2004). Science and engineering indicators: 2004. Arlington, VA: National ScienceFoundation.[2] National Science Foundation. (2007). It’s Elemental: Enhancing Career Success for Women in the ChemicalIndustry: 2007. Arlington, VA: National Science Foundation.[3] http://codes.lp.findlaw.com/uscode/20/28/III/E/1/1067[4] Seymour, E., & Hewitt, N. (1997). Talking About Leaving: Why Undergraduates Leave the Sciences.Boulder,CO: Westview Press.[5] The State of “Learning” in New York: An annual snapshot with comparisons of Select Counties around the
students’ and professors’ feedback. Hence, three data collection tools allowed thedefinition of the key instruction strategies to enhance the academic performance of the students.The findings of an open survey, a structured survey, and a Test of Felder applied to threedifferent samples, reflected the students’ perceptions, which were analyzed and adapted todeliver the course syllabus.. The survey sample included students officially registered within thecourses of the construction area in the school of civil engineering.. First, the open surveycollected the preferences and suggestions of the students with respect to the methodology that Page
female than male students reported havinglaboratory experiences. The most significant predictors were the correlate KSA scores betweenlabs and what students wanted to learn (p = 0.14), student preference to work alone or in teams(p = 0.14), and student desire to work with live animals or perform animal surgery (p = 0.16).Each of these makes intuitive sense in a BME lab setting. A better match between laboratory andstudent interests, at any educational level, lends itself to success. Given that most researchlaboratory settings are inherently team-based, a desire to work in teams rather than alone alsomakes sense. That a student desire to work with live animals was a negative predictor may either(a) reflect the fact that the majority of
difficulty estimates ranged from.13 to .94. We find these initial reliability statistics very good given the short scale.Validity Results for Construct M2No correlation coefficient was greater than .11 when studying Construct M2 with the externalcriteria. This pattern of correlation coefficients suggests that Construct M2 is representing a latenttrait that may not be reflected in engineering coursework. Further, the pattern of results is differentthan that observed for Construct M1. We did compute the Pearson correlation coefficient forscores representing both M1 and M2. The degree of association was .44. While this value doessupport a significant relationship, descriptively it is only moderate. As such, it appears that there isevidence to support
is an impossible topic tomaster. The current method of teaching analog circuits focuses on procedural, quantitative andanalytical methods to describe individual circuits 2.According to3, there are four types of learners: Type 1(concrete, reflective)-the diverger; Type2(abstract, reflective)-the assimilator; Type 3(abstract, active)-the converger; Type 4 (concrete,active)-the accommodator. Traditional science and engineering instruction focuses almostexclusively on lecturing, a style comfortable for only Type 2 learners. Effective instructioninvolves teaching all learning styles–motivating each new topic (Type 1), presenting the basicinformation and methods associated with the topic (Type 2), providing opportunities forpracticing the methods
footprint compatible with roof terraces in the developing world. It uses a reflective trough of aluminum sheeting formed by a simple wooden truss, covered with 99% reflective Mylar to focusFigure 2: 2m Wind turbine with flexible blades sunlight onto copper tubes that form the heatingin wind tunnel testing element of a gaseous heat engine. System analyses came to the conclusion in Spring 2010 that for the operating temperature range and safety constraints of the device, an open-return air
social justice issues, an important aspect of the engineering field. Engineers make decisionsthat affect societies. They must understand the impact these decisions have and carefullyexamine their own motives as well as those of their superiors. Exposing students to pedagogiesof liberation encourages them to claim responsibility for their decisions and to see themselves asco-teachers in a community of scholars15. Critical thinking and reflective action16 are aspects ofethics. These are also the outcomes of pedagogies of liberation. Students who are taught fromthis perspective not only learn to think ethically but also to act ethically.How to Teach with CasesHerreid13 stated that the use of case studies in teaching could be classified into four
Inventory Report, will help the student engage in reflection inorder to determine what sorts of situations the student might find ethically challenging. Thestudent will then develop a personal plan (Adaptive-Strategies Report) addressing what strategiesthey might use in order to increase the likelihood that they will act ethically in challengingsituations (that is, the situations arrived at while developing the Personal Inventory Report). TheAdaptive Strategies Report will help the student: 1) recognize when an ethically challengingsituation; and 2) act ethically in ethically challenging situations (that is, apply the strategiesdeveloped for the Adaptive-Strategies Report). The products of this exercise – PersonalInventory Report and Adaptive
feasibility of designing a 10-week course thataddressed all the concerns communicated by the interviewees. After having discussions withcampus stakeholders and other interested faculty members, a new scope was established tooptimize the course design while operating within the current resource constraints. Additionally,two major concerns were explicitly expressed: 1) Create a course that maintains the academicexcellence and rigor reflected in other Rose-Hulman STEM (Science, Technology, Engineering,and Mathematics) courses and 2) Integrate experiences to help students build the leadershipskills required of successful project leaders. Given these criteria and the original interviewfindings, the final scope read as follows: Design a 10-week
example), this paper focuses on the academic aspects.“The first college year is critical not only for how much students learn but also for laying thefoundation on which their subsequent academic success and persistence rest.”2Students regularly overestimate their knowledge and abilities3. As an anecdotal example, thereis the student who receives a D or F on an exam, but claims to have studied for hours (studyingwhat, we don’t know…), and another student with a similar grade who didn’t study at all becausethey thought they already knew the information well enough. Students also unreasonably expectthat their assignment and test grades should reflect not just their achievements, but also theamount of time and effort they expend4. We regularly have
, but interestingly, a vast majority of students find “Exercise 5: Visual Abstract” verydifficult the first time they reflect on their research. However, most students comment that thevisual abstract exercise is crucial to them realizing what it is they are doing in their research. Ageneral written outline exercise has been used in the past for students to reflect on their research,but it is not as powerful as the visual abstract, likely because the students tend to make visualconnections and image cues in their minds when thinking about their research, which cannot beas easily captured for them with words on a page. By performing the described exercises graduate students feel that they have become better
understanding of different cultures and respect for diversity andcommunication. There are differences in the focus of the courses, general or more specific, moreor less practical and etc. There is no recipe, an equation that can be applied to all the Institutionsto ensure the expected results, precisely because there is a great diversity in addition to theincreasingly rapid changes that happen and more embodiments by scientific and technologicaldevelopment. This paper has the goal to instigate the reflection on the formation of engineeringteachers in present challenging academic community.Keywords: Mobility, program design; motivation; global formation; skills.1. IntroductionNo matter the field of expertise civil, electronic, chemical, environmental it