categorize a problem better if thereexists an understanding of the deep structure of a problem, and this supports the problem solverin the quest of finding the correct solution approaches 17.Therefore, to effectively integrate these tools in engineering contexts, students can also developproblem solving and design skills in addition to inquiry skills, the adoption of a “practiceperspective” is needed 3. In a practice perspective the focus of learning is on participation inauthentic contexts where the learning experiences: (a) are personally meaningful to the learner,(b) relate to the real-world, and (c) provide an opportunity to think in the modes of a particulardiscipline 4. Since practice consists of a process of action and reflection in context 5
Education Explorer's Fellowship and Dr.Daniel Radcliffe. The authors wish to thank them for their support. Any opinions, findings, andconclusions or recommendations expressed in this publication are those of the authors and do notnecessarily reflect the views of those who funded this project.Bibliography1. Pittaway, L. & Cope, J. Entrepreneurship Education: A Systematic Review of the Evidence. Int. Small Bus. J. 25, 479–510 (2007).2. Matlay, H. & Carey, C. Entrepreneurship
perceptions about the projectassignments and their educational value, the following open-ended questions were asked in the post-project surveys:Q11. What was the most valuable aspect of lab project #?Q12. What was the least valuable aspect of lab project #?Q13. Use the space below to add any additional comments.The following student comments are grouped based on the educational aspects of the projects, andprovide insight on what the students’ valued. The responses and feedback were positive and in favor ofthe projects educational value. Negative comments reflected the perceived difficulty of the projects. Themajority of the negative comments related to the lack of procedures and instructions.1) Aspect of Lab Design Project: As a complementary
pillar is sometimes added to reflect the people-related processes. The three Page 26.656.4pillars are (1) Just in Time - optimizing the workflow to respond to customer demand, (2)Thinking People System - developing and utilizing each employee’s entire potential, and (3)Jidoka - delivering high quality goods and services. 1. Just in Time - Smooth, continuous, optimized workflows Heijunka - Minimizing inventory, Producing goods according to demand. Leveling processes. Mura - Unevenness in workload Takt - The rate of customer demand Takt Time - The work-cycle to produce an item for 1 customer
post-secondary institutions, the study university has implemented several programs tohelp first-year students transition to college. Three such programs relevant to this study include: 1. First Year Seminars (FYS) – special sections of a three-credit core curriculum course. Compared to other sections of the core courses, FYS include only first-semester students, are limited to an enrollment of eighteen students per section, are taught by a full-time faculty member (instead of adjunct faculty), and include additional learning outcomes intended to develop academic habits of mind (i.e., reflection, explanation, etc.). 2. RWU Experience (RWUXP)41 – a non-credit course meeting one hour per week. Led jointly by a faculty
need or want to go there”. In summary, the small percentage ofstudent respondents who knew the Learning Center existed but did not visit felt that they didn’tneed the Learning Center’s resources, probably because they had their own tools or foundresources elsewhere (at home, for example).DiscussionThe survey data along with our own observations and reflections enable us to summarize ourthoughts on what needed to be improved, what worked, what we changed, and what could beconsidered accomplishments. As for what needed to be improved, we identified the number ofopen lab hours per week, communicating the open lab hours, our initial inventory of tools,training for the graduate student Lab Supervisors, and more computers as areas that wereaddressed
CAREER grant #EE-1351156. Any opinions, findings,conclusions, or recommendations expressed in this poster are those of the authors and do notnecessarily reflect the views of the National Science Foundation. Page 26.1450.14References1. National Academy of Engineering. (2004). The engineer of 2020: visions of engineering in the new century. Washington, DC: National Academies Press.2. Astin, A. W. (1984). Student involvement: A developmental theory for higher education. Journal of College Student Personnel, 25(4), 297-308.3. Pascarella, E. T., & Terenzini, P. T. (2005). How college affects students: A third decade of research
% 23% 26 *Central tendency (Mode) is highlightedThe participants’ beliefs about whether volunteerism can contribute to career advancement weremore mixed with most participants reporting neutral responses. While it is possible that thevolunteer engineers may be coming from a place of genuine altruism rather than self-interest asthey concentrated time and effort to volunteering with underserved students, it might also be thecase that corporate culture does not actively promote or demonstrate the value of volunteerism tothe workforce. These beliefs may be reflected in the results. Page 26.1508.16Table 3b. Agreement with statements related
that these models changedover the five weeks of instructions. After the five weeks of instruction, the models were moresophisticated and complex, reflecting deeper thinking and understanding of engineering and technology.In 2014, the definitions of engineering and technology, and the examples of the latter showed expansionon the students’ views. These results are consistent with prior findings. Shumway et al. (2011) showedthat over the five weeks of instruction students developed more sophisticated and deeper understanding ofengineering and technology.While how the students actually explained the concepts of engineering and technology may not reflecttheir full understanding, it is possible to infer that the mental models that emerged from
Survey The frequency distribution presented in Figure 7 is useful because it abstracts from the issue of the changing size of the engineering technician and technologist workforce by plotting the density of each age group, by decade. In contrast, Figure 8 presents actual age frequencies of engineering technicians and technologists over the last four decades, thus reflecting both the age distribution and the total number of these workers. The broad pattern is comparable to Figure 9: the engineering technician and technologist workforce has aged over the last four decades with no sign of taking on younger workers. In addition to the aging of this workforce, the workforce
time. Understanding the pros and cons of the lecture method is a helpful startingpoint.Lectures have a number of characteristics that does make them, for the right subject matter,desirable in the classroom (14) .It does, to a great extent, depend on the abilities and experience ofthe lecturer. An able and committed lecturer can accomplish the following: 1. Relate the material proficiently and effectively, in a manner that reflects lecturer’s personal conviction and grasp of the subject matter; 2. Provide students with a thoughtful, scholarly role model to emulate; 3. Supplement the subject matter with current developments not yet published, or interject lecturer’s own views derived from his/her own experience whenever
views that enable users to search and make the data meaningful.This event cycle3 reflects the processes involved in turning events and their logs into usefulinformation, regardless of the implementation.Further System ExplanationThe core of this methodology utilizes search or data mining technologies. There are many toolsthat provide the ability to analyze large amounts of data and produce usable information. Toolscurrently available include: Splunk4, Apache Solr, and Elasticsearch Foundations’ ELK stack(Elasticsearch, Logstash, and Kibana). Each of these tools has the ability to take textual data andparse it into desired fields of information. For the purpose of this paper, we will be using theELK stack as our software of choice.Our
engineering projectsentail risk—a risk that cannot always be anticipated. Perhaps most importantly, this citizenunderstands that engineering is not an a-political investment, and that not all engineers aredisinterested. Engineering reflects the values and culture of society, and the engineer is notimmune to his or her cultural situation.The history and evolution of engineering is another foray into the relationships between societyand engineering. Looking at the change of engineering over time is valuable, as it showcases thedevelopment of certain social aspects of engineering. Perhaps engineering historians explore thedevelopment and transformation of engineering as a profession, or perhaps they develop acomparative study of a variety of engineering
students were able to identify that Page 26.1322.16rectangular objects experience higher drag forces than rounded objects (No. 28) (Figure 2A).Students could make this judgment based on the shape of airplanes, boat hulls, and other vehiclesthat are designed to minimize drag forces. Because student performance on these items wouldnot be expected to improve after completion of a civil engineering fluids course, they shouldlikely be omitted from the revised inventory.Items to be CreatedImportant applications in CE should be reflected on the future CE-FMCI. For instance, expertsagreed that concepts related to viscous flow, such as major/minor losses and
reflect emerging themes and patterns. Categories wereintegrated to form grounded theory (selective coding), to clarify concepts and to allow forinterview interpretations, conclusions and taxonomy development. Frequency distribution of thecoded and categorized data were obtained using a computerized qualitative analytical tool,Hyperrresearch® version 3.5.2. The intent of this intensive qualitative analysis was to identifypatterns, make comparisons, and contrast one transcript of data with another during ourtaxonomy and CPPI refinement.First Year Study Findings and Discussion To our knowledge, there is no coherent (mutually exclusive and collectively exhaustive)taxonomy of pedagogical practices that may contribute to student success in
, which was comprised of thetheory’s transformational items as well as contingent reward items was named developing. Thisname articulates the notion that all items relate to leadership in a positive and constructive sense.Factor 2, comprised of both laissez faire and passive management by exception was namedpassive-avoidant/laissez faire, consistent with previous analyses of the MLQ (e.g.12). All of theitems of management by exception-active (MEA) loaded on Factor 3. Correspondingly, the factorwas renamed active management by exception (MEA) to reflect the fact that this factor maintainedthe same dimensions as the original MLQ sub-component. Table 6 shows the reliabilities of theresulting scales. The resulting three scales showed adequate
grading.In 2005, Higgins distributed a survey programming students who tested the tool CourseMarkerafter a transition away from Ceilidh.69 The surveys showed that over 75% of students appreciatedfeatures only AATs could provide such as multiple attempts. Specifically, most students felt thatmultiple available submissions encouraged them to work for a higher grade.In 2007, Nordquist wrote on the tool Autograder, used for a beginning programming section andthree secondary sections.3 Twenty-five out of 47 students volunteered to answer an anonymousonline survey. This survey used a 1 to 5 Likert scale, and the responses reflected an overallpositive response to the automatic grading tool. When asked, “Other things being equal, giventhe choice between
awareness and education. Second, recommendations for policy change andorganizational change are made to encourage cultural and practical shifts in the academy.Awareness and EducationThis literature review, in itself, reflects the need for more awareness and education around thebarriers facing women in the academy. Much of the literature is focused on individual factors asexplanations for the disparity in the rates of women in higher ranks and engaged in academiccommercialization. Although this research is a positive first step, institutions, departments,leaders, and faculty must take a critical look at their entire system. Before they can criticallyassess their institutional environments, they must develop awareness and become educated aboutall of
. Therefore, we examine studentmusic genre preference in the context of self-efficacy to reflect multiple aspects of the studentexperience.With the nation’s call for more diverse engineering professionals, engaging music preferencemay provide a unique approach to broadening participation in engineering. Therefore, weexplore whether music preference plays a role in engineering discipline choice. Our researchfindings have the potential to inform how diversity in experiences and preferences may play a Page 26.347.2role in student choices. The findings therefore may have implications for how key stakeholders,instructors, academic
ePortfolios and reflective practice in higher education; and 3) reimagining the traditional academic transcript.Dr. Holly M Matusovich, Virginia TechDr. Sheri Sheppard P.E., Stanford University Page 26.371.1 c American Society for Engineering Education, 2015 Comparing Disparate Outcome Measures for Better Understanding of Engineering GraduatesAbstractDespite a strong emphasis on increasing post-graduation engineering retention, few researchstudies have examined what it actually means to stay in or leave engineering work. This studyaddresses this limitation using a
/innovation can be integrated intoundergraduate CE and similar programs. Most of the listed tactics are drawn from myexperience and research and reflect what I have presented or published3,26,27,28,29. I amindebted to Professor Richard H. McCuen, Ben Dyer Chair in Civil Engineering at theUniversity of Maryland, for encouraging the presentation of this list of ideas and forproviding some of the content. 1. Learn from others and share what you are learning with them. Interact with colleagues and others by drawing on your network, searching the internet, and attending conferences. 2. Arrange for in-house faculty development activities focusing on what we have recently learned about the amazing human brain and how that
) % Believe male faculty biased against 26 22 24 female STEM students Believe male students biased against 60 53 57 female STEM students Women must work harder than men 17 6 12 for same grade Personally experienced bias in the 35 39 36 STEM classroom However, the respondents are more critical about their fellow male students with 57% responding that male students are generally biased against females in their class (but only 10% indicated strongly agree). Comments accompanying this question reflect the Page 26.1737.16 experience
quarter for theAdvocates and Allies group, targeting male faculty) may impact the latter, however. Meetingonce a quarter is beneficial in that it provides time to reflect on issues between meetings, but itmeans that participants will be exposed to new material at a slower pace (particularly given thatthe related workshops and distinguished lectures will likely cease with the end of this academicyear with the expiration of the grant). It is anticipated that project leaders will have to providemore assistance to the Advocates and Allies group until they develop a stronger understanding ofissues, resources, and potential projects.A mixture of quantitative and qualitative measures have been used to assess and evaluate theprogram, including an annual
also a driver of innovation13.As Bower and colleagues have suggested, strategy is often decided in a bottom-up fashion,reflected in the ways lower-level managers choose to allocate resources13. It is imperative that Page 26.1211.10managers at all levels are willing to make resource investments in technologies that develop intothe next disruptive discovery, staying true to the strategic goals of the research organization. As we have shown, several key themes have emerged over the years as scholars havesought to better understand innovation management. In the next section we describe OrganizedInnovation in detail as an overarching