to which respondents indicate their level of agreement on a Likert four-pointscale, from strongly agree to strongly disagree. Participants respond to the 26 items for each ofthe three classroom strategies (formative feedback, real-world applications, and initiatingstudent-to-student discussions), thus yielding 78 datum points.VECTERS additionally contains questions to collect demographic information about theinstructors as well as general information about the engineering course they are reflecting uponwhen responding to VECTERS. Instructor information includes information such as gender,ethnicity, and years of experience. Course information includes items to indicate the course-level(100 to 400), whether the course is required, and the
all informationalicons, the student is then informed to follow the yellow arrows to the solar collectors shown inFigure 6. Figure 6: Left: Area 3, solar collectors. Right: Area 4, boiler.Area 3, Solar Collectors: In this area the student learns about how the solar troughs track the sunthroughout the day to capture the direct sunlight and reflect it to the central absorber tube. Also itis explained in detail how sunlight passes through the transparent glass of the absorber tube, orevacuated tube, and how the heat is transferred to the working fluid. The student is theninstructed to point the solar collectors to capture the direct sun at high noon to collect solarenergy and heat up the working fluid. Once finished the student
. Ethical issues have beeninfused into the engineering curriculum, graduation projects, holiday practice, and productionpractice, thereby forming a system of engineering ethics education." The author goes on torecommend that both countries could learn from each other in terms of incorporating ethics inthe engineering curricula.Institutional profileIn Fall 2015, the University of Nevada, Las Vegas (UNLV), had a student population ofapproximately 25,000 undergraduate students and 4,000 graduate students. UNLV isdesignated as a Minority-Serving Institution and an emerging Hispanic-Serving Institution.This diversity is reflected in the graduate students of UNLV's Howard R. Hughes College ofEngineering, see Table 1. The College of Engineering offers M.S
non-math intensive courses areattending at the 80% or more level. Contrasting from the junior level, this is an increase of 6%for the math intensive course attendance level, while for the non-math intensive courseattendance, this is a 9% increase at the senior level.The data seems to imply at both the 90% level and the 80% level, the senior level students innon-math intensive courses are continuing to change their view of the value and/or need of thein-class time and are continuing to make a greater effort to improve their class attendance.Conclusions, Reflections, and the FutureThe results from this study clearly indicate that increased student attendance was directly relatedto student success in both math intensive and non-math intensive
sustained motivation. It is with this motivation thatstudents will be more likely to reflect on their decisions within the group and persist throughdifficulties as they arise in STEM environments. Of course, motivation is one of the centralfeatures relating to reaching learning outcomes. This study was also informed by the Social Cognitive Career Theory (SCCT) (Lent,2005).17 SCCT’s roots can be found in Bandura’s (1986) Social Cognitive Theory.4 This theorysuggests that models are key to knowledge acquisition and subsequent behaviors of thoseobserving the model. Within this framework, SCCT argues that cognitive-person variables (self-efficacy, outcome expectations, personal goals) allow people to exercise personal agency when itcomes to
district. The lack of this importantresource results in rural students being ill prepared for college level math and science courses ata greater rate than metropolitan students. This lack of academic resources is reflective of thesocioeconomic disparity between regions. This is not surprising since URM primary and middle grade math scores are much lower thantheir White and Asian peers. North Carolina students’ average National Assessment ofEducational Progress (NAEP) math score for fourth graders was four points higher than thenational average of 240 in 2015. URMs average score was 232, eight points lower than thenational average and 21 points lower than White students. Eighth graders’ scores for all NorthCarolina students was equal to the
in memoryefficiency.In this course, the major attraction of MATLAB over C is in visualization as evident from theanimation project described in Part III. Students were exposed to C language storage managementtechniques in the spell checker project outlined in Part III below. The major difficulty studentsseemed to have had was switching between the syntax of C and MATLAB, particularly in the area ofarrays and for loops. Rather than making item 12 in Table 1 a single topic, it was taught hands onthroughout the semester as the need and opportunity arose.Part III: course projectsHomework typically reflects on the material covered in the lecture class. For any portion ofassignments that involve coding, students use DevC/C++ and MATLAB on
industrysuccess. By having participants make individual connections with social, cultural, market, andtechnological trends, the tool, IdeaKegTM, has the primary goal of getting participants to simplyask better questions. It naturally follows that better solutions to a given problem can be found ifstarting from better questions. The IdeaKeg tool was implemented for both teams of faculty andteams of students in several different applications including faculty course development,department retreats, senior design projects, student composition projects, and more. This papersummarizes the IdeaKeg process, the different implementations of IdeaKeg at RHIT, feedbackfrom both faculty and student participants, and reflections from IdeaKeg facilitators.Additionally
. Table 5. Recruitment and Dissemination InitiativesProposed Curriculum StructureCurriculum at NKU and CSTCC follow the general guidelines for accreditation defined by theAccreditation Board for Engineering and Technology (ABET) [19]. Mechatronics curriculumdesign includes development of goals and objectives, programs of study and curriculum guides,courses, laboratories, textbooks, instructional materials, experiments, instructional sequencies andothe supplemental materials focusing to accomplish a wide range of educational goals [1].The cross-curricular approach reflected at the level of the targeted goals, of the targeted contents,the use of new technologies, of the computer as a working tool which will determine the student’seducational course
, performing literature reviews and citing references, and presenting the results ofresearch. The teachers also appreciated learning about Materials Science and Engineering, andplanned to incorporate content from this discipline into their classes.The teachers also appreciated the opportunity to work alongside of undergraduate students andbe able to interact with and get the honest opinions of individuals who were high school studentsuntil relatively recently. Participant 2 explained: I really enjoyed working with undergrad students because I worked closely with two and in the lab with about four and then in the offices with several more. It’s really interesting to see what they are reflecting on. Being a high school teacher they’re
interests include innovative teaching pedagogies for increased retention and student motivation, innovations in non-traditional delivery methods, as well as structured reflective practices throughout the engineering curriculum. c American Society for Engineering Education, 2016 Implementing Open-Ended Hands-on Design Projects throughout the Mechanical Engineering CurriculumIntroductionEngineers engage in design activities on a daily basis and thus engineering design has beenconsidered one of the most important topics in engineering education and one of the mostimportant skills that engineering students should possess when they graduate. Most first-yearintroduction to engineering courses
content was reflected in not only the types of components studentsrequested from a list of recommended vendors to allow grouping of orders for efficiency (forexample, DigiKey offers over 20,000 unique LEDs), but also by the variety of components fromother vendors selected by students, including numerous Amazon and Ebay vendors. The BOMalso included any 3D printing requests for the on-site printing facility. It was clear based oncomments made by the 3D printing facility supervisor that a rich variety of objects wereFigure 8- Layouts of two of six panelized printed circuit boards representing approximately 40unique prototypes.submitted for printing. Some students chose to use 3D printing services from outside, in the fewcases where an unusual
clear thatincorporating futures thinking is a good approach to motivate first-year civil engineeringstudents into thinking for the future, thinking for the present, and raising awareness aboutpeople and society. It provides a good stepping-stone for civil engineering students todevelop their capacities to design for the future. Additional efforts to further and deepenstudents’ learning, however, will continue to be pursued. Bibliography1. Aktas, C. B. (2015). Reflections on interdisciplinary sustainability research with undergraduate students. Journal of Sustainability in Higher Education, 16(3), 354-366.2. ASCE: American Society of Civil Engineers. (2008). Civil engineering body of knowledge for the 21st century: Preparing the
guest lecturer issue.(3) Design the lightweight and more detailed version for each course module so that itwill take less lecture time and leave some work for student to do after class.AcknowledgementsThis material is based upon work supported by the National Science Foundation underAwards DUE-1140567, DUE-1141112, and DUE-1141200. Any opinions, findings, andconclusions or recommendations expressed in this material are those of the authors anddo not necessarily reflect the views of the National Science Foundation. The authors alsothank the anonymous reviewers for their feedback.Reference:1. G. Bieber, L. Architect, and I. Ci. Introduction to service-oriented programming. In Openwings, 2001.http://www.openwings.org.2. P. Brusilovsky. Webex
and Exposition,Seattle, Washington. 10.18260/p.246415 Riley, Donna. Engineering and social justice. Chapter 2 “Mindsets in Engineering” Synthesis Lectures onEngineers, Technology, and Society 3.1 (2008): 33-45.6 Bandura, Albert. (1977). “Self-efficacy: Toward a unifying theory of behavioral change.” Psychological Review,Vol 84(2), Mar 1977, 191-215.Acknowledgment: This material is based upon work supported, in part, by the National ScienceFoundation, under grant 1256529. 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.For more on content of the course, see Riley, D., Grunert, J., Jalali, Y., Adams, S.G
suggests that much of thisknowledge is not taught explicitly, nor are students usually taught how to perform this complexintegration. Recent research in knowledge transfer also suggests that making explicit therelationship between a discipline’s ways of knowing and its central genres can help studentsrecognize when they can connect knowledge learned in one context to a new context, or adapt itfor a new purpose.8 Making key concepts visible and helping students to reflect on theapplication of those concepts in multiple contexts has also been shown to aid knowledge transferamong college students writing in different disciplines.9The implications of making disciplinary concepts and relationships explicit, either through theintroduction of “threshold
, stipends, when coming, more touch base with mentors ahead of time… • Use the companion course as a big stick… (Extrinsic motivation) for kids to perform while they are up there. Written explanations, experience, etc.According to the weekly journals and summative reflections from the Canvas course, theparticipating Native American students, said:Student 1: “I was apprehensive and had shaky confidence in my skill set to participate in thisprogram.” “Within these four short weeks I feel that I have grown much more than the person Iwas when we first started the program.”Student 4: “I do feel that I gained more confidence to compete in a global economy.” “The factthat they (mentors & facilitators) have confidence that we can make it
nature of work requires cooperation for organizational and career success. Civility can be instrumental in promoting the collaboration necessary for positive synergy. • Workforce composition: the American workforce has experienced a significant increase in diversity.21 Employment today reflects large numbers of women, minorities, persons with disabilities, immigrants, and people from different generations and with different education levels. Diversity and inclusion require civility in order for people to get along with each other and have equal career opportunities. Being treated in a respectful manner is a fundamental expectation of all employees.4. Laws and Policies Against Inappropriate
proctoring period.Furthermore, problems with variants can be used both for practice and for assessment.QuizPack, an automated assessment system for C programming was found to encourage practiceand enhancement accomplishment in programming when used in such circumstances5.We believe that the immediate feedback of Cody is most beneficial when the student is close tobeing able to complete a solution unaided -- the desired goal state of the learning. Using Cody’sfeedback to infer how to fix fundamental defects in algorithmic is not likely to be veryproductive use of time for the student. Stopping when Cody accepts a solution as correct alsodoes not encourage further reflection on code improvement that might be sorely needed if thesolution was obtained
one design situation togenerating more innovative or radical ideas in another design situation is an indication of theircapability for being flexible in their design approaches.In idea generation, a measure of flexibility can be thought of as the ability to apply a range ofapproaches, choosing the approach that best aligns with particular situational characteristics (asopposed to applying the same approach regardless of alignment with particular situationalcharacteristics). In our prior work, we utilized individual’s reflections on their ideation process toqualitatively characterize their approach and how that approach changed from on situation to thenext.7 We build on that work by focusing this study on developing a quantitative measure
learning skills. We will continue to iterate the designefforts. We will re-evaluate and re-design the project activities in order to help our studentsimprove their life-long learning skills and engineering attitudes in the upcoming semesters.Acknowledgement This material is supported by the National Science Foundation under HRD Grant No.1435073. Any opinions, findings, conclusions, or recommendations presented are those of theauthors and do not necessarily reflect the views of the National Science Foundation.References1. David, R., Frischknecht, A., Jensen, C. G., Blotter, J., and Maynes, D., 2006, “Contextual Learning of CAx Tools within a Fundamental Mechanical Engineering Curricula,” PACE Forum, Provo, UT, July.2. Palaigeorgiou, G. and
material are thoseof the author(s) and do not necessarily reflect the views of the National Science Foundation.Bibliography1. Brummel, B. J., & Daily, J. S. (2014). Developing engineering ethics through expert witness role plays.Proceedings of the American Society of Engineering Education Conference 2014.2. Brummel, B. J., Daily, J. S., Stauth, J. T. (2015). Guidelines for constructing expert witness role plays forengineering ethics. Proceedings of the American Society of Engineering Education Conference 2015.3. LeClair, D. T., & Ferrell, L. (2000). Innovation in experiential business ethics training. Journal of BusinessEthics, 23(3), 313-322.4. Newberry, B. (2004). The dilemma of ethics in engineering education. Science and Engineering
, Krause S, Ankeny C. “Unmuddying” Course Content Using Muddiest Point Reflections. Front Educ. 2013;Oct 23-26:937-942.[11] Springer, L., Stanne, M. E., & Donovan, S. S. (1999). Effects of small-group learning on undergraduates in science, mathematics, engineering, and technology: A meta-analysis. Review of educational research, 69(1), 21-51.[12] Pollard, J. K., & Magdi, S. (2014, October). Building motivation by student-teaching. In Frontiers in Education Conference (FIE), 2014 IEEE (pp. 1-5). IEEE.[13] Lin, T., Sharif Ullah, A. M. M., & Harib, K. H. (2006). On the effective teaching of CAD/CAM at the undergraduate level. Computer-Aided Design and Applications, 3(1-4), 331-339.[14] CELANI, M. G
students how to composeand deliver various modes of presentations effectively even as they worked on a fast-paceddesign project. These outcomes were reflected in the pre/post survey questions and guidedby the CDIO standards (CDIO, 2014). CDIO is an international engineering educationframework developed at MIT and adopted by Skoltech that focuses not only on the technicalknowledge an engineer must have but also on the professional, communication, andinterpersonal skills so essential to an engineer’s success.RATIONALE and PEDAGOGY:Oral presentation is often taught as if it is a single genre and as if one lecture canencompass all the complexities of that genre. In fact, oral presentation is a range of smallergenres with some striking and also subtle
thesame side and removes the adversarial nature of a traditional construction project. Therefore,these skills align with research on what BIM should look like. The final skill, writtencommunication, is important because of the nature of construction, being able to communicateintent and requirements efficiently through writing. This has been and will continue to be anecessity in the industry.DiscussionImplications for Construction Management EducationCurriculum developers and instructional designers should find this research particularly useful.In reflecting on the findings it is worthy to note that BIM education is not as simple as atechnical skill or learning a piece of software. On the contrary, true BIM education withinconstruction management
a comprehensive list of Case Studies, Class Exercises, and Video CaseStudies.3.1.1.1 Development MethodologyAn iterative development methodology depicted in Focus groups Decide on Active LearningFigure 1 was used to ensure the modules reflected both Contents and Formats (case study, class exercise, or case studyacademic research and industry best practices. The video)content development process began with a meeting of PI & Co-PI refine Contents Listthe focus groups at the author’s institution. The
reliability of each survey tool. To establish content validity,the NSSE relies on a panel of experts and uses student self-report data.31 In terms of reliability,NSSE has a reported value of 0.70 or higher for deep learning which includes higher-order,integrative, and reflective learning items.32 Reliability values close to or above 0.70 are generallyconsidered acceptable in statistical analysis.33 In terms of response process validity, NSSE usedcognitive interviews and focus groups to determine that the survey was valid for students ofdifferent races/ethnicities.34 ECAR has not published information on the validity or reliability ofits questionnaires.Since the present study relied on a newly constructed assessment tool, a panel of experts wasused to
was supported by the College of Engineering at the University of Illinois atUrbana-Champaign. This work was also supported by the National Science Foundation undergrants DUE-1347722 and CMMI-1150490. The opinions, findings, and conclusions presented inthis paper do not necessarily reflect the views of the National Science Foundation or the authors’institution.Bibliography [1] M. M. Lombardi. Making the grade: The role of assessment in authentic learning. EDUCAUSE Learning Initiative, 2008. [2] J. Reeve. Why teachers adopt a controlling motivating style toward students and how they can become more autonomy supportive. Educational Psychologist, 44:159–175, 2009. [3] F. Marton and S. Booth. Learning and Awareness. New York: Lawrence
% 30.80% Table 5. Shows the results of answers for question 5In addition to results shown in Table 5 reflecting what other commitments students have everyweek, an average of Work/Family/Other commitments was calculated with results showing anaverage of 52.1 hours committed to activities per student. Table 6 shown below displays thestudents’ preference by grouping the answers from question one into two groups. These twogroups being prefer and not prefer. Advising System Type System Type at least Preferred not preferred no answer Face 2 Face 87.90% 12.10% 0.00% Mobile 70.10