consistency is dependent of cycle time.RTR analysis is based on programming the robot to move during a particular path design. The programcontent is to run at different setups of speeds and terminations as follows: (1000 mm/s @ 0% CNT),(1000 mm/s @ 100% CNT), (2000 mm/s @ 0% CNT), and (2000 mm/s @ 100% CNT). This research paperarranged in the following manner that section 2 for the variables analysis and section 3 results andanalysis and section 4 is to conclude the findings and record the recommendations for the future work.2. Programming Variables AnalysisIn order to understand the problem of the correlation between cycle time and consistency with otherrobot variables it should first be realized what variables that we are analyzing. Variables
have difficulty explaining what they did to others.Personality CharacteristicsA variety of personality assessment tools exist, and several can be easily accessed online. One ofthe most well-known ones is the Myers-Briggs Personality Type Indicator® (MBTI). The MBTIidentifies 16 different personality types founded on preferences in four major categories based onJung’s Theory of Psychological Types. MBTI results indicate whether a person tends to beextroverted (E) or introverted (I), sensing (S) or intuitive (N), thinking (T) or feeling (F), andjudging (J) or perceiving (P). Extroverted people focus on those around them, while introvertedpeople focus within themselves. Sensing people interpret information through facts and details
program and thelibrary to implement a credit-bearing, experiential learning, course focused on integratingnew technologies into the library. The poster will provide background information onboth the Vertically Integrated Project program and the course hosted by the library, detailthe current undertakings of students in the course, and discuss the future directions theproject is aiming for.Background - Vertically Integrated ProjectsThe Vertically Integrated Projects (VIP) program started in the early 2000's at PurdueUniversity [8]. Since its beginnings VIP has grown into a global consortium with over 40participating universities in nearly one dozen countries [9]. VIP programs at NYUconsist of credit-bearing courses based around faculty research
, Educating the engineer of 2020: Adapting engineering education in the new century. National Academies Press, 2005.[2] C. C. Martin, W. C. Newstetter, and J. M. Le Doux, "Inclusion requires a comprehensive understanding of justice," Journal of Engineering Education, vol. 108, no. 4, pp. 453-458, 2019, doi: https://doi.org/10.1002/jee.20296.[3] X. Bai, A. Ola, E. Eyob, S. Reese, S. Akkaladevi, and D. Downing, "Another look at textbook usage by college students," Issues in Information Systems, vol. 20, no. 4, pp. 35-44, 2019.[4] C. M. Burchfield and T. Sappington, "Compliance with required reading assignments," (in English), Teaching of Psychology, vol. 27, no. 1, pp. 58-60, Win 2000, doi: https://psycnet.apa.org/record/2000
that needto take place in order to generate new knowledge. By the end of the module, it is anticipated thatstudents will be able to start on their project(s), although many of the items they were introducedto in this module will be developed in more depth in later ones.Module 2: Research PracticesIn the second module, the course goes into more detail on how to go about conducting research,in terms of actual activities that take place. It begins with a section on dividing projects intodistinct tasks, then covers sections on effort planning, scheduling, and effort reporting. It nextcontains sections on practices important to working with others and progressing, includingteamwork, file sharing practices, seeking help, staying on task, and
development of a low-cost cold storage system to provide farmers with more control over the delivery of fresh produceto market, increasing income through more effective market timing. The second addressed foodloss in the red chili supply chain through implementation of a system to dry chilies at the primarylevel of farming. These projects became two of the six offered in ME 170’s inaugural year.Project continuityWhile continuity/longevity was not a specific criterion for initial project selection, each teamdeveloped specific parameters for future work as part of their final deliverables. In parallel, theteaching team worked closely with the Precourt Institute and the Haas Center to identifyopportunities for students to continue their work through
developedcountries. Of course, like any institution, there are problems in producingPh.D. s efficiently. Motivation of faculty and students alike seems to 1be the key to solving these problems. The student must realize that hisoutput has to be high. The faculty member must make sure that thestudent's experience in research will be such that he can continue tomake creative contributions throughout his entire life. Even though the graduate programs are young and have many deficien-cies, there is rapid improvement, for many reasons: (a) the biblio-graphic resources are being improved; (b) local industry is becomingmore dependent on higher level technology, forcing an interest in re-search;2 (c) individual research groups are highly motivated and
experiences. It seems like there iscurrently a lack of clarity around the current learning objectives for teaming. Future work willbe dedicated to completing the interviews and analysis. After that, the results will bedisseminated in order to build a shared vision within the department regarding learningobjectives for teaming and scaffolding instruction to achieve the desired goals.References[1] ABET. https://www.abet.org/accreditation/accreditation-criteria/ (accessed 20 January, 2020).[2] M. Borrego and C. Henderson, "Increasing the use of evidence‐based teaching in STEM higher education: A comparison of eight change strategies," Journal of Engineering Education, vol. 103, no. 2, pp. 220-252, 2014.[3] S. Sangelkar, B. E
information: 1) major targeting, 2) previous information about thehiring pool, and 3) recruiter experiences or extra information. Major targeting questionsencompassed answers about which, if any, major(s) companies specifically looked to hire or nothire at the career fair. These questions held basis in the fact that company profiles for the careerfair website included a list titled “Majors Hiring” [5]. Questions under ‘previous information’included answers about any information the recruiters had about the major or students beforevisiting the university. This information could come from the university itself, digitally orhardcopy, through word of mouth or from first hand experiences. The final category, recruiterexperiences, comprised a catch all of
did notparticipate in the program. Evaluation data also indicated that students were highly satisfied withthe shadowing experiences. More research is needed to examine how the social cognitive factorssuch as coping, efficacy and outcome expectations are working to influence students’ outcomes.References[1] R. W. Lent, S. D. Brown, and G. Hackett, “Toward a unified social cognitive theory ofcareer/academic interest, choice and performance,” Journal of Vocational Behavior, vol. 45, pp. 79-122,1994.[2] R. W. Lent, S. D. Brown, and G. Hackett, “Contextual supports and barriers to career choice: A socialcognitive analysis,” Journal of Counseling Psychology, vol. 47, pp. 36-49, 2000.[3] H. B. Sheu, R. W. Lent, S. D. Brown, M. J. Miller, K. D
. Hilliam, H. Stoneley, and M. Townend, “Quantitative Analysis of Qualitative Information From Interviews: A Systematic Literature Review,” J. Mix. Methods Res., vol. 8, no. 2, pp. 139–161, 2014.[7] H.-B. Sheu and L. Phrasavath, “Social cognitive career theory,” in Contemporary Theories of Career Development, no. January 2002, Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2018, pp. 47–60.[8] R. W. Lent, S. D. Brown, and G. Hackett, “Social Cognitive Career Theory,” in Career Choice and Development, 4th ed., Jossey-Bass, 2002, pp. 255–311.[9] R. W. Lent and S. D. Brown, “On conceptualizing and assessing social cognitive constructs in career research: A measurement guide,” J. Career Assess., vol. 14
: I = industry, RRCC = Red RocksCommunity College, M = Mines, S = student/personal] –assessments and modules will initially be piloted in industry,then additional resources will be rolled out to all four settings.AcknowledgementThis material is based upon work supported by the National Science Foundation under GrantNumber 1935674. Any opinions, findings, and conclusions or recommendations expressed in thismaterial are those of the authors and do not necessarily reflect the views of the National ScienceFoundation.ReferencesAguilar, L., Walton, G., & Wieman, C. (2014). Psychological insights for improved physics teaching. Physics Today. 67(5): 43-49.Bandura, A. (1997). Self-efficacy: The Exercise of Control. W H Freeman/Times Books
furtherexpand the PBH implementation by increasing the number of project-based activities and makingthe PBH assignments a required course activity in the next semester and continue to evaluate thestudent performances. The preliminary data obtained in this study from the first round of PBHimplementation is encouraging considering these experiments were devised and completed bythe students using simple objects and items while in the middle of the COVID-19 pandemic. Theauthors will continue their efforts in improving the PBH implementation process in future studiesthrough the above mentioned measures to enhance student learning and student success rates inthe Dynamics course.References[1] S. A. Ambrose, M. W. Bridges, M. DiPietro, M. C. Lovett, and M. K
supplement or complementhome household assets within the classroom. Additionally, future research shouldexamine whether the effect of educational assets extends to other educational contextsfocusing on numeracy across the globe. © American Society for Engineering Education, 2021 2021 ASEE Illinois-Indiana Section Conference Proceedings | Paper ID 35169References[1] Uwezo. (2017). Are Our Children Learning? Lessons from Uwezo learning assessments from 2011 to 2015. Twaweza.[2] Heyneman, S., & Loxley, W. (1983). The effect of primary school quality on academic achievement across twenty nine high and low income countries (No. REP268; pp. 1–37). The World Bank.http://documents.worldbank.org/curated/en
; • Enabling students to find and communicate information effectively; • Improving the ability of students to reflect on their own learning history; and • Increasing the understanding of a student’s own learning strengths and weaknesses.Such sustainable learning practices are akin to the old adage that if you give a person a fish, s/hewill eat for a day, but if you teach a person to fish, s/he will eat for a lifetime (assuming the fishsupply and techniques are sustainable!).When examining the physical sustainability limits of learning systems, it is important to considerthat cognitive learning generally pertains to the acquisition, manipulation, and application ofinformation. In this context, the medium/technology through which the information
relevant information. The volume of solid, fine solid and fluid are considered64,872m3, 27,540 m3 and 92,412 m3, respectively.The density of solid, fine solid and fluid are assigned as 2650 kgm-3, 2000 kgm-3 and 1000 kgm-3.The internal and basal angle of friction for solid is assigned 25 and 8; for fine solid is 10 and4. The kinematic viscosity for fine solid and fluid phase are assigned 102 m2/s and 10-3 m2/s,respectively.ResultsFindings of field studyThe studied Kalli landslide and debris flow areas lie within the Suntar Formation of the lesserHimalaya comprising fine to medium grained green gray sandstone alternatively with purpleshale. Several micro fold with differential weathering of Shale and sandstone is observed aroundthe crown and
Task Load Index was adopted tomeasure the problem rigor. This paper will compare textbook and YouTube problems with respectto problem-solving ability and at each stage of problem solving. Furthermore, we will investigatewhether disparities exist in students’ perceptions when solving VLE problems. 2MethodsProblems considered in the current study represent part of homework sets completed by studentsin a MEB course. We considered three problems from the VLE topic — one Textbook homework(traditional homework problem) and two YouTube problems (see S.1 for problem statements).The intervention constituted of a group of 182 students (40% females) across two academic yearsfrom a large public university
2000” Technical Communication Quarterly, 10(2), 2001, pp. 149-soft skill information would have been better served earlier 167.in their engineering coursework, and that they did not see a [12] Burrows, A. C., & Harkness, S. S. “Experiencing action evaluation’sreason for it so late in the graduation requirements. The first cyclic process: partnering conflict, reflection, andauthor was discouraged that the student group did not make action” Educational Action Research, 24(4), 2016, pp. 460-478.a connection with future engineering positions and projects
Paper ID #20898High School ACT Math Scores: Why and How Do We Use Them?Dr. Sungwon Steven Kim, Minnesota State University, Mankato Dr. Sungwon S. Kim joined the Mechanical Engineering faculty at MSU Mankato in January of 2011. He received his Ph.D. degree in Mechanical Engineering from Purdue University (2008), working in the area of synthesizing carbon nanotubes, his M.S. degree in Mechanical Engineering from Korea Advanced Institute of Science and Technology (KAIST), working in the area of designing and analyzing double spiral heat exchangers, and his B.S. degree in Mechanical Engineering from Korea University (2000
is applicable across CAD software packages and independent of instructorbackground.BackgroundA Concept Inventory is a tool that uses a multiple choice assessment with carefully chosendistractors. These distractors are typically influenced by student responses to find commonlymisconceived concepts. The engineering graphics CI is framed around 10 main conceptsidentified by a Delphi study comprised of graphics professionals [2]. More information regardingthe origin of this particular CI and the Delphi study can be found in Sadowski, M and Sorby, S.2013 and 2014.Solid modeling constructs were identified as important by the Delphi panel [3] but the pilot studyof the CI using the original CAD-related questions developed by the researchers did not
and teaching, 21st century learning skills, using technologyin the classroom, and STEM career awareness (The Friday Institute for Educational Innovation,2012b). The Teaching Design, Engineering and Technology (DET) survey measures teacherperceptions and familiarity with these subjects and perceived barriers to teaching these topics.The DET survey has 40 questions using a 5 point Likert scale (Tao, Purzer, & Cardella, 2011).TRAILS students are being surveyed to assess interest and confidence in learning STEMsubjects as measured by the Students Attitudes Toward STEM Survey (S-STEM) for middle andhigh school students (Friday Institute for Educational Innovation, 2012a). Student participantsare surveyed in both the experimental and comparison
educational partners; 2. Consideration of applicant’s letter(s) of recommendation; 3. Consideration of applicant’s statement describing the reason for his/her interest in participation in this program, in addition to his/her commitment to seeing this program through the summer and into the classrooms; 4. Consideration of applicant’s mentoring history in the classroom, including developing innovative teaching methods in STEM fields, leadership in after-school STEM activities, encouragement of students to participate in external outreach programs (for in-service teachers only). 5. Additional consideration of GPA (>3.0) for pre-service teachers, their extracurricular
academic performance. Thepercentile of students from each academic program participating in the honors program isshown in Table 1.In light of the above success, a second program using a similar model was established. TheSchool of Engineering has an S-STEM grant which is currently in its final year ofadministration to support scholarships for females, minorities and economically challengedstudents. The activities produced for this cohort have been singled out by the students andthrough program assessment as being impactful for student success to aid them in maintainingthe grade point averages to keep their scholarships (> 2.5 for freshman; >3.0 all years after). Table 1. Percentage of Honors Students in Each Discipline from 2006-20161
mentoringprimarily suited to only one of their multiple hats. Given their limited resources, this is also aconcern for formal faculty development programs. In this section, we will show how the primaryskill sets from Arreola et al.'s "Meta-Profession" project [12] are orthogonal to and illustratesome of the available sources of faculty mentoring and faculty development programs across themultiple hats faculty wear. Part of our choice of the Meta-Profession project is rooted in itsorigins: the concept grew out of the need to define the role of teaching in a comprehensivefaculty evaluation program [13]. As such, the skills sets described below are formed for use asmentoring/development prompts, a part of faculty evaluation, and a means to supporting
Materials Science Engineering from Alfred University, and received his M.S. and Ph.D., both from Tufts University, in Chemistry and Engineering Education respectively. Dr. Carberry was previously an employee of the Tufts’ Center for Engineering Education & Outreach and manager of the Student Teacher Outreach Mentorship Program (STOMP).Dr. Trevor Scott Harding, California Polytechnic State University, San Luis Obispo Dr. Trevor S. Harding is Professor of Materials Engineering at California Polytechnic State University where he teaches courses in materials design, biopolymers, and nanocomposites. Dr. Harding has served as PI of a multiinstitutional effort to develop psychological models of the ethical decision making of
Empirical Study. Paper presented at the International Conference of Design Research Society.Anderson, E. (2003). A place on the corner (2nd Edition ed.). Chicago: University of Chicago Press.Atman, C. J., Adams, R. S., Cardella, M. E., Turns, J., Mosborg, S., & Saleem, J. (2007). Engineering design processes: A comparison of students and expert practitioners. Journal of Engineering Education, 96(4), 359-379.Brown, G. S., & Strange, C. (1981). The Relationship of Academic Major and Career Choice Status to Anxiety Among College Freshmen. Journal of Vocational Behavior, 19(3), 328-334. doi:10.1016/0001-8791(81)90067-1Crismond, D. P., & Adams, R. S. (2012). The Informed Design Teaching and Learning
: M = {X, Y, S, ta, δext , δint , λ},Where:X - set of input events;Y - set of output events;S - set of sequential states (also called the set of partial states);ta - time advance function used to determine the lifespan of a state;δext : Q × X → S - the external transition function defining how an input event changes astate of the systemδint : S → S - the internal transition function describing the way how system state changesinternally ϕ ϕλ :S →Y - is the output function where Y =Y ∪{φ} and φ ∉Y is a ”silent” or an”unobserved” event.Our model consists of the several equipment units represented as atomic models. Units statesare updated dynamically starting from the physical representation of the
, 1524601, and 1524607. Any opinions, findings and conclusions or recommendationsexpressed in this material are those of the author(s) and do not necessarily reflect the views ofthe National Science Foundation.References1. K. Schneider, A. Bickel, and A Morrison-Shetlar, “Planning and implementing a comprehensive student-centered research program for first-year STEM undergraduates,” Journal of College Science Teaching, vol. 44, no. 3, pp. 37-43, 2015.2. K. Schneider and A. Bickel, “Undergraduate research apprenticeship model: graduate students matched with STEM first-year mentees,” Council on Undergraduate Research Quarterly, vol. 36, no. 1, pp. 25-31, 2015.3. J. Frechtling. “The 2002 user-friendly handbook for project evaluation,” National
Individual Approach Our Team Approach Number of Interviewers One Four Number of Interviews 20-30 42 (plus four pilots) Number of Analysts One Seven Expertise of Analyst(s) Expert/Near Expert Novice to Expert Number of Critics Involved 1-3 All Critics’ Knowledge of Data Limited Comprehensive Interdisciplinary Expertise None (or minimal) Yes (broad)Research Quality in PhenomenographyWalther et al. [2] argued that quality should permeate all aspects of the research design. They de-veloped the Q3 framework to help
-solving skills and provide them with the culminates in a final design project that requires students totheoretical technical background required in any engineering construct and program a robot that is capable of playingfield. Students are typically required to take a physics and/or “soccer.” It should be noted that direct contact with suchother science course(s), a math course, and an introduction to advanced applications is frequently not encountered until theengineering course. This introduction to engineering course last two years of study.may focus on teamwork, interdisciplinary collaboration,design principles, and a conceptual overview of the various BACKGROUNDengineering disciplines. In