theory model by usingTable 1: Summary of the studies selected to answer the RQs Works based on the conceptual framework of Perna’s model Implications for Author(s) / Year Purpose Population / Contexts Constructs / Methods practice or research Registrations information
, “Where is the engineering I applied for? A longitudinal study of students’ transition into higher education engineering, and their considerations of staying or leaving,” European Journal of Engineering Education, vol. 41, no. 2, pp. 154–171, Mar. 2016, doi: 10.1080/03043797.2015.1056094.[4] M. Meyer and S. Marx, “Engineering Dropouts: A Qualitative Examination of Why Undergraduates Leave Engineering,” Journal of Engineering Education, vol. 103, no. 4, pp. 525–548, 2014, doi: 10.1002/jee.20054.[5] B. Geisinger and D. R. Raman, “Why They Leave: Understanding Student Attrition from Engineering Majors,” International Journal of Engineering Education, vol. 29, no. 4, pp. 914–925, Jan. 2013.[6] National Academy of Engineering
protocol was also used to alleviate inherent issues thatarise when attempting to use verbal protocol to examine “team” interaction including tacitgestures not verbalized and written communication, such as notes and sketches 20. Page 15.869.7 The playground problem coding scheme was congruent with the approach used in priorstudies 7, 21-22. The data were coded into these nine categories presented below by Atman et al.8: Design Activity Example(s) Coded Example(s)(PD) PROBLEM DEFINITION Reading, re-reading, or rehashing “That means we’ll the
, P. Alanís, J.A. y Pulido, R. (2011). Cálculo de una variable. Reconstrucción para su enseñanza y aprendizaje. DIDAC, 56-57. Universidad Iberoamericana: México. 8. Rodríguez, R. (2007). Les équations différentielles comme outil de modélisation en Classe de Physique et des Mathématiques au lycée : une étude de manuels et de processus de modélisation en Terminale S. Tesis doctoral. Escuela Doctoral de Matemáticas, Ciencias y Tecnologías de la Información. Universidad Joseph Fourier, Grenoble, Francia. Recuperado el 6 de febrero de 2011 de: http://tel.archives- ouvertes.fr/docs/00/29/22/86/PDF/TheseRuthRdz.pdf. 9. Rodríguez, R. (2009). Differential Equations as a tool for mathematical modelling in Physics and
Provost Sharon Stephens Brehm.In addition to holding discussions and considering testimony, the TELC gathered voluminousundergraduate grade data across many cohorts of the University. Undergraduate grades were col-lected for the fall quarters (terms) of 1993 and 1999 for the University en masse as well as for thefollowing sectors: the chief academic divisions (colleges) of the University, course levels (i.e.,the freshman, sophomore, junior and senior levels), faculty tenure status (i.e., tenured faculty,non-tenured tenure-track faculty and faculty not eligible for tenure) and faculty sex.The TELC’s findings were reported to the provost in June of 2000.46 Here however, only find-ings for the University' s Russ College of
-phase inverter for AC machines. The bi-positional switch of a power-pole is used to represent the same functionality of a practical electronic switch under the idealswitching condition, making it much easier and faster for students to understand and analyzefundamental characteristics of switch-mode power electronic converters. P o w e r P o le s Figure 2. Switch-mode converter and its power-pole representation in electric drive systems A corresponding hardware implementation of the switch-mode converter is shown inFigure 3 [5, 6]. The drives board has been designed to enable a variety of experiments on AC/DCmachines and have introduced digital control and DSP technologies by using Simulink
to supplement in-class activities and amplify conceptual knowledge.Experiments are performed in groups, data is shared among group members, and individualreports are submitted. Design projects require synthesis of conceptual and operational knowledge1 C: Cengel, Y A., Introduction to Thermodynamics and Heat Transfer, McGraw-Hill, 1997; S: Shevell, R. S., Page 7.938.11Fundamentals of Flight, 2nd Ed., Prentice Hall, 1989. Note that the Shevell text is also used in ASEN 2004 and theCengel text is used in ASEN 3113. Proceedings of the 2002 American Society for Engineering Education Annual Conference & Exposition
, 44, 390–398.[20] Clauser, B. E., Margolis, M. J., Clyman, S. G., & Ross, L. P. (1997). Development of automated scoring algorithms for complex performance assessments: A comparison of two approaches. Journal of Educational Measurement, 34, 141–161.[21] Herl, H. E., O’Neil, H. F., Jr., Chung, G. K. W. K., & Schacter, J. (1999). Reliability and validity of a computer-based knowledge mapping system to measure content understanding. Computers in Human Behavior, 15, 315–334.[22] O’Neil, H. F., Jr., Chung, G. K. W. K., & Brown, R. (1997). Use of networked simulations as a context to measure team competencies. In H.F. O’Neil, Jr. (Ed.), Workforce readiness: Competencies and assessment (pp. 411–452). Mahwah, NJ
Virtual Annual Conference Content Access, Jul. 2021. Accessed: Oct. 18, 2023. [Online]. Available: https://peer.asee.org/infusing-the-liberal-arts-in-first-year- engineering-a-module-on-history-professional-identity-and-courage[4] S. VanderLeest, “Exposing The Values Of Technology Through The Liberal Arts,” presented at the 2003 Annual Conference, Jun. 2003, p. 8.566.1-8.566.9. Accessed: Oct. 18, 2023. [Online]. Available: https://peer.asee.org/exposing-the-values-of-technology- through-the-liberal-arts[5] B. Li et al., “Vertical Integration of the Liberal Arts in Engineering Education,” presented at the 2016 ASEE Annual Conference & Exposition, Jun. 2016. Accessed: Oct. 18, 2023. [Online]. Available: https
developspatial skills and interest in engineering through play, which may ultimately encourage them topursue engineering pathways in the future.IntroductionThere are many research reports and studies that highlight the gender gap between men andwomen in engineering fields [1]. In 2018, 22.2% of bachelor’s degrees in engineering wereearned by women [2]. Additionally, in 2019, among those with science and engineering (S&E)degrees, 15.98% of women worked in S&E occupations (compared to 35.38% of men) [2]. Thegap between the number of women and men earning engineering degrees as well as the numberof women pursuing science and engineering careers suggests the need to improve and supportwomen’s participation in engineering fields.One factor that may
Disengagement in Engineering Education?," Science Technology Human Values, vol. 39, no. 1, pp. 42-72, 2014.[2] E. A. Cech and H. M. Sherick, "Depoliticization and the Structure of Engineering Education," in International Perspectives on Engineering Education, S. H. Christensen, C. Didier, A. Jamison, M. Meganck, C. Mitcham and B. Newberry, Eds., 2015, pp. 203-216.[3] W. Faulkner, "Dualisms, hierarchies, and gender in engineering," Social Studies of Science, vol. 30, no. 5, pp. 759-792, 2000.[4] W. Faulkner, "'Nuts and Bolts and People': Gender-Troubled Engineering Identities," Social Studies of Science, vol. 37, no. 3, pp. 331-356, 2007.[5] N. P. Gaunkar, N. Fila and M. Mina, "Broadening Engineering Perspectives by Emphasizing
statisticalstrength, and allow for conclusions for additional majors. Finally, if it can be determined thatcertain features/components of applied curriculum are more effective in remediating anxietythen these features could be more effectively integrated into “non-STEM” teacher preparationprograms.References(1) Rise above the Gathering Storm, revisited: Rapidly approaching Category 5 (2010), National Academic Press. (Washington,D.C.)(2) Vinson, B. (2001), A Comparison of Preservice Teachers' Mathematics Anxiety Before and After a MethodsClass Emphasizing Manipulatives, Early Childhood Education Journal, 29 (2).(3) Hembree, R. (1990). The nature, effects, and relief of mathematics anxiety. Journal for Research in MathematicsEducation, 21, 33-46.(4) Beilock, S
AC 2011-2460: STUDYING THE IMPACT ON MECHANICAL ENGINEER-ING STUDENTS WHO PARTICIPATE IN DISTINCTIVE PROJECTS INTHERMODYNAMICSMargaret B. Bailey, Rochester Institute of Technology (COE) Margaret Bailey is Professor of Mechanical Engineering within the Kate Gleason College of Engineer- ing at RIT and is the Founding Executive Director for the nationally recognized women in engineering program called WE@RIT. She recently accepted the role as Faculty Associate to the Provost for Female Faculty and serves as the co-chair on the President’s Commission on Women. She began her academic career as an Assistant Professor at the U. S. Military Academy at West Point, being the first woman civil- ian faculty member in her
reader receives it. From atransaction perspective, on the other hand, reading is a dynamic process. Transaction beliefsemphasize the construction of knowledge by individuals (e.g., an item from the transactionsubscale: I enjoy interpreting what I read in a personal way).16, 17 When readers adopt atransaction model, they develop a dynamic response to the author, and take an active role in the Page 22.636.3construction of meaning, drawing on personal experiences, and critiquing the author‟s message.According to transaction beliefs, text means different things to different people, and allows for anumber of possible interpretations. A person mentally
in science and engineering is amajor hindrance to global capacity building in science and technology”.7 The report urges all nationalacademies throughout the world to making changes within the academies and proposed a sample statement ofcommitment for adoption by the academies: “The president and council of the academy commit to full inclusion of women in science and technology. The academy will: • Adopt good management practice—tools for inclusiveness—in its institutions and advocate such practice across the S&T community. • Establish a committee that addresses gender issues and ensures follow-up. • Promote women members to decision-making levels and include them in panels and committees. • Increase the
-W-F, usually in the morning2) Hands-On Lab - one or two 50 minute sessions per week, M or W (or both) afternoons3) Analysis and Skills (A&S) - one 50 minute session on Tu, two 50 minute sessions on Th4) Team Project Time - one 50 minute session on Tu, one 50 minute session on FOne lecture, one hands-on lab, one analysis and skills session, and one team project time arecalled a "cycle." Therefore, there are two cycles per week with M-Tu comprising one cycle andW-Th-F comprising the other cycle. Four to six cycles (two to three weeks) comprise a"module." A module is a block of related material. Figure 1 outlines all modules for thecourse. There are three statics modules, four dynamics modules and one review module.Specific
Gogotsi — Professor of Materials Science & Engineering in Drexel’s College of Engineering and Director of the A.J. Drexel Nanotechnology Institute (DNI). Dr. Gogotsi’s research is focused on the fundamental and applied aspects of synthesis and characterization of carbon nanomaterials (nanotubes, nanodiamond and nanoporous carbons), ceramic nanoparticles (whiskers, nanowires, etc) and composites. Dr. Gogotsi has extensive experience with NSF-funded education and training programs including an IGERT Ph.D. training program and an RET teacher training program, both of which are focused on nanotechnology.Dhruv Sakalley, Drexel University Dhruv Sakalley received a B. S. degree in engineering from
filter after the DAC channel. O3. Compute and analyze signal spectra using DFT/FFT algorithms. O4. Analyze filter frequency response; perform digital filtering; verify the signal spectral effects. O5. Design FIR filters and implement them in real-time using the floating-point format. O6. Design IIR filters and implement them in real-time using the floating-point format. O7. Waveform generation using digital filter(s). O8. Develop comprehensive real-time DSP project and demonstrate the implementation.B. DSP Laboratories with MATLAB and TI TSM320C67C13 DSKIn order to fulfill our course learning outcomes, we have developed our labs using bothMATLAB and TMS320C6713 DSK
people interact with their environmentand how they can be enabled by the environment to undertake highly complex tasks thatwould usually be beyond the abilities of the unassisted individuals”32. Vygotsky firstexamined activity theory in the 1930’s. Later, Hutchins and many others have contributed Page 24.1222.5to research in distributed cognition32-38. Additionally, there have been studiesinvestigating why computers enhance student learning and results indicated that taskengagement increases at conceptual levels, student self-regulation increases, andexploration is encouraged35. There is also research to support that peers and socialinteractions are
). Digital Omnivores, Social Media and Social Capital: Expatriatesinteractions using Smartphones in Stockholm (Doctoral dissertation, Södertörn University).Li, D., & Segal, B. (2012). The Changing Landscape of The Canadian Mobile Audience.International Journal of Mobile Marketing, 7(1).Allen, I. E., & Seaman, J. (2008). Staying the course. Babson Survey Research Group: TheSloan Consortium.Balaji, M. S., & Chakrabarti, D. (2010). Student interactions in online discussion forum:Empirical research from ‘media richness theory’perspective. Journal of Interactive OnlineLearning, 9(1), 1-22.Beck, R. J. (2010). Teaching international law as a partially online course: The hybrid/blendedapproach to pedagogy. International Studies Perspectives, 11
presentations–thirteen plenary–at international and national forums, conferences and corporations. Since 1994, he has directed an extensive engineering mentoring-research academic success and professional development (ASAP) program that has served over 500 students. These efforts have been supported by NSF STEP, S-STEM, and CSEM grants as well as industry. Dr. Rodriguez’ research inter- ests include: control of nonlinear distributed parameter, and sampled-data systems; modeling, simulation, animation, and real-time control (MoSART) of Flexible Autonomous Machines operating in an uncertain Environment (FAME); design and control of micro-air vehicles (MAVs), control of bio-economic systems, renewable resources, and sustainable
engineering design problem. Toachieve the goal of assessing student thought processes of authentic engineering designproblems, students must be able to demonstrate the requirements of design including producing(1) narrative discussion/description, (2) graphical explanation, (3) analytical calculations, and (4)physical creation 3 . Although semantically varying, Wicklein s 3 assertion proffers that studentsshould be able to demonstrate their understanding of engineering design through the fouraforementioned models; conceptual, graphical, mathematical, and physical or working. It is ourhypothesis that in order to gain a better understanding of conceptual knowledge and studentcognitive abilities, behavior should be demonstrated through the creation of
Pressure Split Bar for material properties characterization under high speed deformation. During the undergraduate studies, Mr. Dyab worked as a team leader for AIRSPACES Project (Air-propelled Instrumented Robotic Sensory Platform(s) for Assateague Coastline Environmental Studies) at UMES from 2010 to 2012.Dr. Payam Matin, University of Maryland Eastern Shore Dr. Payam Matin is currently an Associate Professor in the Department of Engineering and Aviation Sciences at the University of Maryland Eastern Shore (UMES), Princess Anne, Maryland. Dr. Matin has received his Ph.D. in Mechanical Engineering from Oakland University, Rochester, Michigan in May 2005. He has taught a number of courses in the areas of mechanical
: http://www.abet.org [2] S. S. Moor and B. D. Drake, "Addressing Common Problems in Engineering Design Projects: A Project Management Approach," Journal of Engineering Education, vol. 90, pp. 389-‐395, 2001. [3] J. D. Bransford, A. L. Brown, and R. R. Cocking, How People Learn: Brain, Mind, Experience, and School. Washington, DC: National Academy Press, 2000. [4] J. L. Faust and D. R. Paulson, " Active Learning in the College Classroom," Journal on Excellence in College Teaching, vol. 9, pp. 3-‐24, 1998. [5] R. R. Hake, "Interactive Engagement vs. Traditional Methods: A Six
, VA:Association for Supervision and Curriculum Development.[3] Brown, A.L. (1992). Design experiments: Theoretical and methodological challenges in creating complexinterventions in classroom settings. Journal of the Learning Sciences, 2(2), 141-178.[4] Blumenfeld, P.C. et al. (1991). Motivating project-based learning: Sustaining the doing, supporting thelearning. Educational Psychologist, Vol. 26, pp.369-398.[5] Harel, I., & Papert, S. (1990). Software design as a learning environment. Interactive Learning Environments,1(1), 1–32.[6] Harel, I, & Papert, S. (1991). Constructionism. Norwood, NJ: Ablex Publishing.[7] Perkins, D. N. (1986). Knowledge as design. Hillsdale, N.J: Lawrence Erlbaum Associates.[8] Mishra, P., Koehler, M. “Technological
Estimator was designed as an assessment instrument. However, one of thequestions addressed in the present research is whether noticeable learning occurs betweenproblems. In other words, do students improve from one problem to the next? Since eachproblem presented in the 3D Estimator concerns the use of volume estimation, we hypothesizedthat students might be able to use the answer from previous problems as reference points. Asdescribed below, Learning Factor Analysis 4 was used to investigate this hypothesis.Floundering One of Anderson, et al.'s 14 definitions of floundering with interactive learning software isrepeating the same kind of mistake three times (p. 174). This definition proved useful foranalyzing the student results with the 3D
, while consulting a third expert in survey development helpspreserve face validity. Further validity was gained through factor analysis. We conclude that our Table 2: Pattern Matrix, Five Factors Table 3: S tructure Matrix, Five Factors Factor FactorItem 1 2 3 4 5 Construct Item 1 2 3 4 5 Construct1 .722 Interest 1
provide the average duration of their commute, and those wholive off-campus are asked whether they live with the individuals who raised them as children andwhether they have responsibilities to care for children themselves. This demographic informationTable 1: Dependent Variables Variable Construct and Source Survey Items (Adapted) Classroom “Perceived Classroom Please rate your agreement with the following statements, which Comfort Comfort” from Hoffman et relate to your comfort levels about having discussions, academic, al.’s “Sense of Belonging personal, or otherwise, with members of the Cal State LA Scale” [12] community
research mentors to attend outreach events with their students at the start of the student’s program as a sign of encouragement and commitment to broader impacts.AcknowledgmentsThis work was supported by NSF awards #1914490 and #2115169. We would also like to thankDr. Lynn Nordstrom, external evaluator for both CWE and TN, for her knowledge andcontributions to the survey development and data visualization.References[1] L. R. Sandmann and D. O. Jones, Eds., Building the field of higher education engagement: foundational ideas and future directions. Sterling, Virginia: Stylus Publishing, LLC, 2019.[2] S. M. Watts, M. D. George, and D. J. Levey, “Achieving Broader Impacts in the National Science Foundation, Division of Environmental