, height and the number of stories,will affect the fire protection systems required, means of egress and so on.Building’s occupant group (s), mixed or single-use: based on activities, age, the possibility of havingalcoholic liquor, a determination of the building’s primary occupancy group can be made. Single, mixed,or separated occupancy of the building need to be identified.The building need to be classified in which of the five types of construction is associated. Fornoncombustible (concrete or metal) construction the design team has several alternatives for constructiontype (I or II), depending on the level of fire-resistance (a or b) the team is willing to incorporate into thedesign
encountered. For this reason the TFs wereassigned to engage in one or more sessions of the outreach programs offered to the middle andhigh school students in the local community.Obj 3: Emphasize best practice teaching techniquesParticipation in the outreach programs began with instruction and mentoring by a facultymember who has been active in these programs for many years. A half-day session was devotedto discussion of content preparation and a demonstration of a typical program activity. The TFsrole-played the students they would be teaching when they supervise a session during theoutreach program to which they were assigned.Each TF met with a Faculty mentor(s) to become familiar with two or three hands-on STEMprojects that would be their
? In what language(s) did you program?1.2. What OOP concepts did you use while programming at work? Give specific examples. What software-related concept(s) did you realize during the course of a specific project? (In other words, you knew the concept theoretically, but actually applied it while working on the project). What “best” programming practices did you follow/learn?1.3. Explain your thought process during a typical programming session (This is an open-ended question)Examination:2.2. Explain, with examples, OOP concepts and design patterns that you have used in this class.Reflection: Similar to the reflection section in Table I UnLecture IV: Software Testing and Code Maintenance In this session, students with software
Swithenbank, S. B., and DeNucci, T. W.AbstractA flipped classroom approach was applied to a select number of topics in a sophomore levelundergraduate Newtonian dynamics course. Although the theory and benefits of the flippedclassroom model are discussed, the primary focus of this paper is to present the approach and thepractical implementation of using this model. Advantages, such as student retention and reducedfaculty tutoring, are discussed, as well as disadvantages, such as the investment of time neededfor making the videos and the amount of time needed to learn the software. Lastly, best practicesand lessons from the experience are shared.Background and TheoryIn recent years the concept of the flipped classroom has gained popularity and has been
billing. He holds a Ph.D. in Computer Science from the University of Illinois at Urbana-Champaign.Dr. Steven Holland, Milwaukee School of Engineering Steven S. Holland (M ’13) was born in Chicago, IL, in 1984. He received the B.S. degree in electrical engineering from the Milwaukee School of Engineering (MSOE), Milwaukee, WI, in 2006, and the M.S. and Ph.D. degrees in electrical and computer engineering from the University of Massachusetts Amherst, in 2008 and 2011 respectively. From 2006 to 2011, he was a Research Assistant working in the Antennas and Propagation Laboratory (APLab), Department of Electrical and Computer Engineering, University of Massachusetts Amherst. He was then a Senior Sensors Engineer with the
experience is the involvement with the projectsponsor, graduate mentor, and faculty adviser in addition to the necessary technical design. Alsovaluable is the emphasis on autonomy and teamwork, and the creation of professionally prepareddesign deliverables. The students and the sponsors alike have enjoyed the opportunity to worktogether in this unique environment, and have found it a mutually beneficial experience.References 1. Todd, R.C., Sorensen, C., & Magleby, S. (1993). Designing a senior capstone course to satisfy industrial customers. Journal of engineering education, 82 (2), 92-100. 2. Fairchild, G. F., & Taylor, T. G. (2000). Using business simulations and issue debates to facilitate synthesis in agribusiness
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interdisciplinary problem; 5. Analyze and synthesize results from social, ethical, The home at 901 Pleasant St. in Worcester was originally humanistic, technical or other perspectives, asconstructed in the mid 1800s as a country estate (Fig. 1). appropriate;Today, the house is used as an office and meeting space by 6. Maintain effective working relationships within theseveral different nonprofit organizations. The building is three project team and with the project advisor(s), recognizingstories, with an unfinished basement. The office of the Center and resolving problems that may arise;for Nonviolent Solutions (an
chaining”, Proc. OFC Annual Meeting, San Francisco, CA (March 2014) [22] National Science Foundation Industry/University Cooperative Research REFERENCES Center (last accessed March 3, 2014) http://www.nsf.gov/eng/iip/iucrc/[1] IBM at OFC 2014: D. Freimuth, “Optical network requirements for cloud”, Proc. OFC 2014, San Francisco, CA (to be published, March 2014)[2] Communications Equipment Sector industry report 13-040, William Blair Group L.L.C.,, 27 pp., April 9, 2013 www.williamblair.com[3] S. Das, D. Talayco, and R. Sherwood, “Software Defined Networking
Fig. 12.A=5V, input B=0V. When selection signal S=”0”, input A=5Vis passed to output. When selection signal S=”1”, input B=0Vis passed to output. This verifies the correct function of thePTL MUX design. Fig. 12. PSPICE design of 8-bit PTL Adder/Substractor3.2 PTL 8-bit MultiplierDesign Fig. 14. PSPICE design of 16-bit 7-to-1 MUX Normally multiplier works in shift-add theory. Arraymultiplier is used in this design. The entire design is shown in By integrating all the individual blocks together and makingFig. 13. the proper wiring connections, the entire design of the 8-bit
Education 2672. Tehrani, F. M. 2011. Implementing Situational Leadership in Engineering Classrooms. Proc. Pacific Southwest section of American Soc. for Engrg. Edu., California State University, Fresno. 114-124.3. ABET (Accreditation Board for Engineering and Technology). 2010. Criteria for Criteria for Accrediting Engineering Programs. Baltimore, MD: ABET. (www.abet.org).4. Hersey, P., Angelini, A.L., & Carakushansky, S. 1982. The Impact of Situational Leadership and Classroom Structure on Learning Effectiveness. Group & Organization Studies. 7 (2), pp. 216-224.5. Komives, S. R., Lucas, N., & McMahon, T. R. (2009
, 2002.2. S. Bergin and R. Reilly. The influence of motivation and comfort-level on learning to program. In Proceedings of the 17th Annual Workshop of the Psychology of Programming Interest Group pages 293-304, University of Sussex, Brighton UK 2005.3. Jens Bennedsen and Michael E. Caspersen, Failure rates in introductory programming, SIGCSE 2007, pp 32-36.4. Computing Education for 21st Century (CE21) Program Solicitation NSF 12-527 http://www.nsf.gov/pubs/2012/nsf12527/nsf12527.htm5. V. Barr and C. Stephenson, Bringing computational thinking to K-12: what is Involved and what is the role of the computer science education community?, ACM Inroads, Vol. 2 No. 1, March 2011.6. Irene, et al., Computational Thinking for Youth in Practice
77Bibliography 1. Tongue, B. H. and Sheppard, S. D. (2005) Dynamics: Analysis and Design of Systems in Motion, John Wiley & Sons. 2. Meriam, J. L. and Kraige, L.G. (2006) Engineering Mechanics, Volume 2, Dynamics, 6th Edition, John Wiley & Sons. 3. Self, B. P. and Redfield, R. (2001) New Approaches in Teaching Undergraduate Dynamics. Proceedings, American Society for Engineering Education Annual Conference and Exposition. 4. Prince, M. and Vigeant, M. (2006) Using Inquiry-Based Activities to Promote Understanding of Critical Engineering Concepts. Proceedings, American Society for Engineering Education Annual Conference and Exposition. 5. Self, B. P., Birdsong, C. and Rossman, E. (2008) A new spin on
Technical Entrepreneurship Case Studies,” the Journal of Engineering Entrepreneurship (JEEN), Vol. 2, No.1, Winter 2011.3. “Moving Forward to Improve Engineering Education,” National Science Board, 19 November 2007, 58p.4. Todd, R.H., Sorensen, C.D., and Magleby, S.P., “Designing a Capstone Senior Course to Satisfy Industrial Customers,” Journal of Engineering Education, Vol. 82, No. 2., 1993, 99 92-100.5. Katehi, et al. “A New Framework for Academic Reform in Engineering Education,” Proceedings of the American Society of Engineering Education Annual Conference and Exposition, 2004.6. Luryi, S., Tang, W., Lifshitz, N., Wolf, G., Doboli, S., Betz, J.A., Maritato, P., and Shamash, Y., “Entrepreneurship in Engineering Education
0 + - 3 One hand required to operate + + - 4 Leaf Storage - - + 5 Angled raking claw - + + 6 Total volume - 0 0 7 Preassembled + 0 0 8 9 10 Sum +'s 3 4 3 Sum 0's 1 2 2 Sum -'s 3 1 2 Score 0 3 1 Rank 3 1 2
have to work really hard.” Ashley began thinking about whether she wanted tograduate in four or five years and if she would take classes or intern over the summer. STEP alsohelped her realize that “you don’t particularly have to be intelligent or less intelligent tounderstand concepts. You’re just going to have to try harder.” With regards to interest andenjoying engineering, she believed she would better enjoy engineering since she now had“experience in these classes” and would be more comfortable since she “understand[s] theamount of work” required. With regards to caring, STEP convinced Ashley that the college caresabout her academically and personally. Specifically, the center director led her to believe that “Ifyou’re willing to help
environmentssuccess should mainly be understood as personal growth or development. In other words, success Page 24.597.7should not be understood as reaching certain position or achieving specific goals, but as adeveloping process. The following quote from one faculty member summarizes this point: ―Ibelieve it [i.e. success] also includes professional development (is the professional gettingsmarter? Is s/he developing their expertise?) I guess I am looking for growth.‖ Severalparticipants specifically mentioned that both academic and professional success should beindividually
behind theschoolhouse at the compound. The weather station provides data year-round and can be stored onthe staff’s computer to be emailed to The Ohio State University or other service teams for futuredevelopment of wind energy. If a 1 kW wind turbine can be successfully constructed andconnected to the electric grid and the average wind speed can reach 5 m/s, this type of turbinecould produce around 1,000 kWh annually. This would equate to $280 in yearly savings, andpossibly allow MdL to have access to some power even when the main power is down. Multiplewind turbines could greatly increase these savings, provided that the first prototype is successful.Future teams can use recorded data to find accurate savings
, with a minor in fields and optics). His research interests include human-centered design and engineering; the empirical study of engineering systems; and reconfigurability of complex socio-technical systems. He is a member and the treasurer of the Purdue Karate Club.Dr. Robin Adams, Purdue University, West Lafayette Robin S. Adams is an Associate Professor in the School of Engineering Education at Purdue University. She holds a PhD in Education, an MS in Materials Science and Engineering, and a BS in Mechanical Engineering. Her research is in three interconnecting areas: cross-disciplinary thinking, acting, and being; design cognition and learning; and theories of change in transforming engineering education
, inparticular, are developing into future colleagues of their mentors. As both Kram’s and Nyquist &Wulff ’s models show, the roles and expectations of supervisors and mentors must also developalong with their students for this process to work. Toward this end, the fellowship program thatwe describe in the next section and throughout this paper was designed to support students asthey practice the roles of faculty alongside mentors who are near-peers, thus supporting thetransition between the “colleague-in-training” and the “junior colleague” stages of development.Creating a Graduate Student-to-Faculty Fellowship Program The Rising Engineering Education Faculty fellowship (REEFF) was designed with asingle objective in mind: to develop a self
risk analysis for over twenty five years. He served for two and a half years as a research mathematician at the international operations and process research laboratory of the Royal Dutch Shell Company. While at Shell, Dr. Mazzuchi was involved with reliability and risk analysis of large processing systems, maintenance optimization of off-shore platforms, and quality control procedures at large scale chemical plants. During his academic career, he has held research contracts in development of testing procedures for both the U.S. Air Force and the U.S. Army, in spares provisioning modeling with the U. S. Postal Service, in mission assurance with NASA, and in maritime safety and risk assessment with the Port Authority
authentic engineering experience to use asthe focus of their essay.II. BackgroundStatics is considered by many to be a foundational class, full of threshold concepts that aredifficult for students to grasp (perhaps partly because students often have to unlearn their oldconcepts). It has been stated that “Statics is a “threshold concept” in engineering in that masteryof this area can serve as a “conceptual gateway” that opens up “previously inaccessible way(s) ofthinking about something”1. Some educators, such as Steif and Dollar, are concerned that evenamong those who successfully pass the class there are those with poor conceptualunderstanding2. According to an important recent study by Venters, McNair and Paretti, writtenreflection improves
Accessed: 12/3/1429. National Academy of Engineering (2007) Beyond Bias and Barriers: Fulfilling the potential of women in academic Science and engineering. Washington. NAE & National Academy of Science. Cheltenham. UK. Edward Elgar.30. Burke, R.J. & Mattis, M.C. (2007). Women and Minorities in Science, Technology, Engineering & Maths. Cheltenham. Edward Elgar.31. Bell, A.E., Spencer, S.J., Iserman, E., LOGEL, C.E. R. (2003). “Stereotype Threat and Women’s Performance in Engineering”. Journal of Engineering Education. October. pp. 307-312.32. Bell, S. (2009). Women in Science in Australia. Federation of Australian Science & Technological Societies. Australia.33. Hørby, M., Madsen L., Dahms M
engineering.References 1. Bachnak, R., Bellomo, C., and Caruso, K., “FUSE: Furthering the Underrepresented in Science and Page 24.21.15 Engineering”, presented at the 2004 ASEE Annual Conference and Exhibition2. Jordan, K., Sorby, S., and Amato-Henderson, S., “Pilot Intervention to Improve Sense of Belonging of Minorities in Engineering”, presented at the 2012 ASEE Annual Conference and Exhibition3. Merriam, S.B. (2009). Qualitative research: A guide to design and implementation. San Francisco: Jossey-Bass4. Stake, R.E. (1995). The art of case study research. Thousand Oaks, CA: Sage Publications.5. Shaw, I.F. (1999). Qualitative
Students in Problem and Project Based Education (2008): n. pag. Web. 5. R. M. Felder, “Reaching the Second Tier: Learning and Teaching Styles in College Science Education,” Journal of College Science Teaching, vol. 23, no. 5, pp. 286-290, 1993. 6. R. M. Felder and L. K. Silverman, “ Learning and Teaching Styles in Engineering Education,” Engineering Education, vol. 78, no. 7, pp. 74-681, 1988. 7. S. A. Ambrose, M. W. Bridges, M. DiPetro, M. C. Lovett, and M K. Norman, How Learning Works 7 Research-Based Principles for Smart Teaching, San Francisco: John Wiley & Sons, 2010. 8. T. A. Litzinger, L. R. Lattuca, R. G. Hadgraft, and W. C. Newstetter, “Engineering and the Development of Expertise