’s, Drexel2 pioneered a highly integratedcurriculum which incorporated chemistry into larger modules with math and engineering content.The time devoted to chemistry in such models was often less than in traditional curricula. Asmany other demands were made to add content, some programs attempted to reduce thechemistry credits by creating “chemistry for engineers” courses. Some examples include coursesfor specific majors 3,4 while others are application-oriented, such as having a focus on materials5.In most studies of the role of chemistry in engineering education, the emphasis is on thechemistry content.In discussing curricular issues with other faculty it has become clear that faculty in mostengineering areas view chemistry from a content
engineering content inthe K-12 engineering education in schools.Bibliography 1. Bagiati, A., Evangelou, D. (2008). "An examination of web-based P-12 engineering curricula: Issues of pedagogical and engineering content fidelity." Proceedings of the 2009 Research in Engineering Education Symposium, held July 20-23, 2009 in Palm Cove, Queensland, Australia 2. Katehi,L. Pearson, G., Feder, M. (2009) The Status and Nature of K-12 Engineering Education in the United States. The Bridge, 3(3). Retrieved April 20, 2010, from http://www.nae.edu/Publications/TheBridge/Archives/16145/16161.aspx 3. Bagiati,A., Yoon Yoon, S., Evangelou, D., Ngambeki, I.(2010) "Engineering Curricula in Early Education: Describing the Landscape of
integration ofengineering applications into the Pre-calculus and Calculus curriculum. When possible, a newmathematics concept is introduced in the context of an engineering application. The similarapplications are assigned as additional homework problems. For example when introducing theconcept of the derivative, the following problem was introduced. The velocity of a vehicle starting from rest at position x=0 is shown in the figure below: velocity 25 20 15 10 Velocity (ft/s) 5 0 -5 0 10
; for dichotomous variables, Cohen‟s kappa was used. Combining these analogousmeasures, the overall mean test–retest reliability of the survey was 0.7 (1 indicating perfectagreement for both coefficients). According to Thorndike (1997), in an analysis of groups of100 participants, a reliability coefficient of 0.5 corresponds to a 0.04% likelihood of a reversal inthe direction of an effect.30 Similarly, in this study, 0.7 is evidence of highly reliable databecause of the sample size; although the responses of any given individual may vary, overalltrends found in large groups tend to be quite stable.30 Thus, the stability of our instrument wasmore than acceptable.The accuracy of the instrument was established using multiple methods. First, face
shadow process.Bibliography:1. Harley, G., Baldwin, D., Worley, W., Thurston, T., and Hundley, S. (June 2010), “Enhancing Student Classroom Engagement through Social Networking Technology.” ASEE Annual Conference Proceedings, June 20-22, 2010.2. The Society of Manufacturing Engineers Education Foundation. Retrieved 7 November, 2010 from website http://www.smeef.org/about/index.html3. The National Center for Manufacturing Education, Careerme.org, Retrieved 7 November, 2010 from website http://www.careerme.org4. Project Lead The Way: Principles of Engineering. Retrieved 10 March, 2011 from website http://www.pltw.org/node/175. Feola, S., (February 2011), “Enabling Collaboration between Engineering Technology Students
dearth of students with strong skills in STEMfields. FEF hires and pays certified teachers and an administrator for each camp, as well as acollege or graduate student(s) to assist camp teachers. Staff also administers at least foursimulated SAT math assessments. It is believe that this repeated exposure to the test and testingenvironment help students alleviate anxiety and common test-taking missteps, such as theimproper use of time and guessing. Daily hands-on activities which are structured to apply mathin projects from exciting fields like aerospace technology, robotics, engineering, computing arepresented. To date, a total of 1,815 students have graduated from FEF summer collegepreparatory programs. In 2010, 392 students participated in
________to ns Convert 15 lbs/in to kN/m: 15 lbs kN x x ________ 1 in mScale the El Centro Earthquake to 50% (Full strength is 0.3495g):Change the damping to make sure damping ratio is approximately 2.0% Page 22.669.13Activity #5: Period Frequency Mass Stiffness Displacement Velocity Acceleration (s) (kN/m) (Hz) (tons
the Spring 2010 students the weekbefore their final project was due.To compare test scores from the two different groups of students, I formed quantities . Page 22.717.7Here, is the average item score(s) from students taking the course in Fall 2010 with the game,and is the same average over students in the non-game course in Spring 2010. The S is apooled standard deviation. Therefore, d is a normalized difference between game and non-gamegroups; it is a Cohen effect size. A positive value of d would indicate that the game groupperformed better, on average than the non-game
drawings and then thelast, perception of spatial relationship is learned through perspectives. These four perceptionskills become the thread that goes over the lecture, demonstration and drawing assignments.Purpose of Study It is agreed by educators and practitioners that freehand sketching is a critical skill fordesigners. It is required by Council of Interior Design Accreditation (CIDA) to incorporateillustrative sketching in interior design curriculum (CIDA Standards). Students need to be able tocommunicate their design ideas through graphic communication skills. Pable (2007) ‘s studyindicated that educators and practitioners were unified in their positive perceptions of quick 3Dsketches as a component of design process, and they
: Investing in teachers. Educational Technology, 1989,29(3), 39-44. 5. Bureau of Labor Statistics http://www.bls.gov/oco/ocos027.htm 6. C. Czerniak, .& M. Schriver, An examination of preservice science teachers' beliefs and behaviors as related to self-efficacy. Journal of Science Teacher Education, 1994, Volume 5, Number 3, 77-86. 7. N. Fisher, K. Gerdes., T. Logue, L. Smith & I Zimmerman, Improving students' knowledge and attitudes of science through use of hands-on activities. (ERIC Document Reproduction Service No. ED 436 352).1998 8. J. Harvey, & S. Purnell, S., Technology and teacher professional development. Report Prepared for the Office of Educational Technology, U.S. Department
Page 22.281.8the best practices presented here would hopefully produce similar positive results in othercapstone design programs.1. Somerton, C. W., Thompson, B. S., Gunn, C., The Role of the Faculty Advisor in the Capstone Design Experience: The Importance of Technical Expertise, Proceedings of the 2003 American Society for Engineering Education Annual Conference & Exposition2. Taylor, D. G., Magleby, S. P., Todd, R. H., & Parkinson, A. R.). Training Faculty to Coach Capstone Design Teams., International Journal of Engineering Education, 17 (4-5) 20013. Kallio, G. K., Mechanical Engineering Annual Program Improvement Report 2003-05, Internal Document to California State University Chco, 20054. Kallio, G. K., Mechanical
departure from its intended design purpose. This enabling technology could be directly applicable (and relatively obvious) to improving the system’s function (e.g. lightweight battery with 30% more capacity). However, the ideas that we are most interested in are ones where some technology can be used to change the way to perform a primary function or meet a critical capability (e.g. capture the material expansion energy from flux capacitor super heating of the robot structure) that will provide a technology “leap” on the innovation “S” curve. 3- As a team, discuss the results of your research. Identify insights into either your specific results or your process; how you mentally processed or organized the information
ensure that the educationstudents have appropriate resources and support as they enter, and take, these courses.ConclusionThe University of St. Thomas has launched two new Engineering Education programs, oneundergraduate and one graduate, for students majoring in Education. The development of theseprograms, still in their early stages, is a collaboration between faculty from the Schools ofEngineering and Education.AcknowledgementsFunding for this project was provided by the National Science Foundation under grant DUE-0942117.Bibliography 1. Brophy, S., S. Klein, M. Portsmore, and C. Rogers. "Advancing Engineering Education in P-12 Classrooms." Journal of Engineering Education, 2008: 369-387. 2. Yasar, Senay, Dale Baker, Robinson
., "Getting students in a technical class involved in the classroom," Engaging Large Classes, Stanley C.A. and Porter M.E. editors, Aiker Publishing, 2002, pp. 210-220.2) Bugeja M., "Classroom Clickers and the Cost of Technology," The Chronicle of Higher Education, 55(15) 1D5, 2008.3) Kay R.H. and LeSage Ann, "Examining the benefits and challenges of using audience response systems: A review of the literature," Computers & Education, 53(3), 2009, pp. 819-827.4) Keller C., Finkestein N., Perkins K., Pollock S., Turpen C., and Dubson M., "Research-based practices for effective clicker use," Proceedings, Physics Education Research Conference, 2007, pp. 128-131.5) Moss K., "Effective learning in science: The use of personal response
trained human resources to support this national effort.Solar photo voltaic technologies have been increasing its participation because they rely on themature and powerful semiconductor industry, and also because they offer unique operationalcharacteristics which the residential and commercial sectors can use for distributedgeneration.This environment has created within Universities a strong interest from students forthe acquisition of knowledge on Renewable Energy. Correspondingly, Faculty has madesignificant number of proposals to develop on-site low power photovoltaic generation resources,as a response to the student´s interest.This paper describes the work done during 2010 at the Electrical Engineering Department of TheUniversity of Texas Pan
Education (ASEE) Annual Conference and Exposition, June 14-17, 2009.9. Joseph, A. and Payne, M. (2010). A Review of the Assessment Literature on Cooperative Education in Higher Education. Proceedings CD-ROM of the 117th American Society for Engineering Education (ASEE) Annual Conference and Exposition, June 20-23, 2010.10. Kerka, S. (1989). Cooperative Education: Characteristics and Effectiveness. ERIC Digest, No. 91. http://www.eric.ed.gov/PDFS/ED312455.pdf. Retrieved January 14, 2011.11. Luftman, J. (2008). Yes, The Tech Skills Shortage is Real. InformationWeek, January 12. http://www.informationweek.com/news/global-cio/training/showArticle.jhtml?articleID=205601557. Retrieved January 14, 2011.12. Schambach, T
; less familiar metaphors. Language & Communication, 9, 49-68.Dehkhoda, A. A.. 1982, The selected proverbs. Tehran: Tirazhe Publication. (in Persian)Eghbal, Farshid, 2006. English-Persian famous proverbs. Tehran: Sabok Baran Publication. (in Persian)Fraser, B.. 1981. Insulting problems in a second language. TESOL Quarterly, 15, 435-441.Hsieh, S. C.. 2006. A corpus–based study on animal expressions in Mondarin Chinese and German. Journal of Pragmatics, 38, 2206-2222.Nadim, M.. 2000. The role of animals in shirazi proverbs with sociolinguistic approach. Tehran: First volume, Daneshgah publication. (in Persian)Newmark, P.. 1988. Approaches to translation. London: Prentice Hall, Hemel Hempstead.Qhanbari, A.. 1999. English-Persian
with in any way. If a team had maxed out their work earlier than the hourprovided they could elect to conclude their test early. Testing was done on a team by team basisin the lab. If during the final test the team encountered a problem and wanted to request a re-test,this was allowed, but their final performance grade dropped 7% each time. Of the 16 teams thatfaced this performance grading, 14 successfully raised their quarter above 6 feet, one team raisedit two feet, and one team’s design did not function.Case 2 - The main difference in Case 2’s final demonstration was that every team competed atthe same time. The students were given one hour to demonstrate their design. It was set-up as adepartment event that faculty and students from other
= (3) dt T r −T t z D 10 rThe three parameters are given as Dr = 5560 s, Tr = 50 °C, and z = 4.35 °C. Initially, the rate ofcoliform contamination is specified as 106 CFU/g, and the burger is safe to eat when themaximum N(t) is below 1 CFU/g. Note that kN(T) is changing constantly in each node as afunction of time, as the nodal temperatures increase. Until the temperature rises above 50 °C,the rate of destruction is quite slow. The rate increases rapidly after
—that is, an increase to 100% favorable,expressed mathematically in Equation 1,where and are the final (post) and initial (pre)class averages on the Force Concept Inventory.6 %G % S f − % Si < g >≡ = (1) % G max 100% − % S iHake classifies courses as “high-g” if they show normalized gains greater than or equal to 0.7,“medium-g” courses have normalized gains between 0.3 and 0.7, and “low-g” courses, whichtended to use traditional lecture classroom methods, were lower than 0.37Table 2 provides data about the groups and summarizes survey results. In labeling the groups ofstudents
can be introduced in the lecture.Experiments can be designed to test a processor against some or all of these domains.Moreover, reconfigurable hardware, such as Field Programmable Gate Array (FPGA) orComplex Programmable Logic Devices (CPLD), can be used to support both normalfunctionality as well as testing 8. During normal operation these devices can implement thedesired functionality of the system while during testing they can be configured to supportspecific test requirements. These devices can be used as test generator for other neighboringcomponent(s) or response collector from them. These responses can be analyzed to identifyfaults in the system. As such, the dual use of reconfigurable devices can be an interestingacademic material at
Mathworks software, which will allow ourundergraduate students to learn state-of-the art Model-Based Design (MBD) techniques. Thesuccessful completion of this project will significantly modify two existing undergraduatelaboratory courses in dynamics and control.References[1] FANUC Robotics America online support [http://www.fanucrobotics.com/file-repository/DataSheets/Robots/LR-Mate-200iC-Series-&-R-30iA-Mate-Controller.pdf][2] H. Asada and J. J. E. Slotine: Robot Analysis and Control, Wiley-Interscience (1986)[3] J. Y. S. Luh, and C. S. Lin, "Automatic Generation of Dynamic Equations for MechanicalManipulators", 1981 Joint Automatic Control Conference, Charlottesville, VA (1981
industry’s employmentneeds, both in quality and quantity.References 1. Esrey, S., Potash, J., Roberts, L., & Shiff, C. (1991). Effects of improved water supply and sanitation on ascariasis, diarrhoea, dracunculiasis, hookworm infection, schistosomiasis, and trachoma. Bull World Health Organ, 69(5), 609-621. 2. Water and Liquid Waste Treatment Plant and System Operators (2009). U.S. Bureau of Labor Statistics. Retrieved January 10, 2011, from http://www.bls.gov/oco/ocos229.htm 3. DeNileon, G. P., & Stubbart, J. (2005). Employment Outlook Good for Operators, Grim for Utilities. Opflow, 31(5), 3-8. 4. DeNileon, G. P., & Stubbart, J. (2005). Employment Outlook Good for Operators
. The thrustpower is adequate to maintain adequate velocity of the boat to cover 10 to 20 ft/s. The ruddersystem allows quick turning action and a bumper in front of the boat protects it against collisionwith underwater rocks and debris. The NXT based system has also allowed students to use theplatform to learn and implement software tools such as ROBOTC and LABVIEW, over andabove the NXT code that came with the LEGO-NXT system. Current and future efforts with theboat project involve replacing the NXT system with LABQUEST which will be easier interfacewith GPS and Vernier sensors. Students are also developing a low cost fully autonomous Page
EngineeringPrograms on ABET Inc.’s website. 2The University of Detroit Mercy is currently designing a new Core Curriculum that is based onstudent learning outcomes. Engineering and other externally accredited programs are anticipatingthe flow of assessment information from the liberal education part of the core to satisfyaccreditation criteria. (To date, systemic assessment of the current core has not taken place, atleast not in a form that is made available to all academic units.) Key aspects of the core will bedelivered by departments whose members are relatively new, and in some cases resistant, tooutcomes based assessment. Thus it is critical for those within the institution who haveassessment expertise to partner with those who will be delivering the
features for each value are listed in figure 4. Score Rubric 1 Concept exists, no other attributes 2 Topic is defined by originator(s) 3 Local conditions are adapted to fit 4 External interest, some 'buzz' 5 Serious external scrutiny, some hostile 6 Significant speculative growth 7 Self-sustaining from revenue earned 8 Full competition in all major markets 9 Mature technology cash cow 10 End of life management Figure 4. General grading rubrics. Page
AC 2011-1108: A DIMENSIONAL ANALYSIS EXPERIMENT FOR THEFLUID MECHANICS CLASSROOMCharles Forsberg, Hofstra University Charles H. Forsberg is an Associate Professor of Engineering at Hofstra University, where he primarily teaches courses in the thermal/fluids area. He received a B. S. in Mechanical Engineering from Polytech- nic Institute of Brooklyn and an M. S. in Mechanical Engineering and Ph. D. from Columbia University. He is a Licensed Professional Engineer in New York State. Page 22.37.1 c American Society for Engineering Education, 2011 A Dimensional Analysis
instruction. International Journal on E-Learning, 5(3), 313-337. 3. Kearsley, G. (1997). A guide to online education. Retrieved September 2, 2007, from http://fcae.nova.edu/kearsley/online.html 4. Lim, D. H., Morris, M. L., & Kupritz, V. W. (2007). Online vs. blended learning: Differences in instructional outcomes and learner satisfaction. Journal of Asynchronous Learning Networks, 11(2), 27-42. 5. Russell, T. L. (2001). The No Significant Difference Phenomenon: A Comparative Research Annotated Bibliography on Technology for Distance Education (5th ed.): International Distance Education Certification Center. 6. Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2006). Teaching and learning at a
helped improve this process over several years; we appreciate cadets Lauren Hohenberger, Nate Barnes and Kevin Stevens for allowing us to include their concept maps.References 1. Kadlowec, Jennifer, Paris von Lockette, Eric Constans, Beena Sukumaran and Douglas Cleary, “Hands-on Learning Tools for Engineering Mechanics,” Proceedings of the American Society for Engineering Education Annual Conference, 2002 2. Ellis, Glenn W., Kathryn S. Lee and Alyssa Tham, “Learning Engineering Mechanics Through Video Production,” Proceedings of the ASEE/IEEE Frontiers in Education Conference, Savannah, GA, 2004 3. Holzer, Siegfried M. and Raul H. Andruet, “Learning Basic Mechanics with Multimedia,” Proceedings of the
] Breidenbach, D., Dubinsky, E., Hawks J., & Nichols, D. (1992). Development of the Process Conception ofFunction. Educational Studies in Mathematics, 23(3), (pp. 247-285)[5] Lobato, J. E. (2003). How design experiments can inform a rethinking of transfer and vice versa. EducationalResearcher, 32(1), (pp.17-20)[6] National Research Council, Committee on Developments in the Science of Learning (2000). Learning andtransfer. In J. D. Bransford, A. L. Brown, & R. R. Cocking (eds.), How people learn: Brain, mind, experience, andschool (Exp. Ed., pp. 51-78). Washington, DC: National Academy Press.[7] Reed, S. K. (1993). A schema-based theory of transfer. In D. K. Detterman & R. J. Sternberg (Eds.), Transfer ontrial: Intelligence, cognition and