experiences that contribute to their individual views of themselves asengineers. Currently, we plan conduct our Phase 3 interviews in Spring 2020 which willcomplete our developmental investigation.AcknowledgementsThis material is based upon work supported by the National Science Foundation under GrantNos. 1664264 and 1664266. 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.References[1] E. Wenger, Communities of Practice: Learning, Meaning, and Identity. Cambridge University Press, 1998.[2] B. D. Jones, M. C. Paretti, S. F. Hein, and T. W. Knott, “An analysis of motivation constructs with first‐year
methodology for thedevelopment of this qualitative research. As defined by Yin (2017), through case studies acontemporary phenomenon (the case) is investigated in depth and within its real-world context.The process of conducting a case study starts with the selection of the case(s). For this study,four cases from different industrial segments were selected. The rationale behind the selection ofthe four industries for this study was the identification of industrial segments with significanthiring rates of practicing engineers, and the most attractive employers from the perspective ofstudents pursuing engineering in the United States. Reliable sources of data were utilized for theidentification of these industrial segments: the Bureau of Labor
have to support other educational goals, such as teaching students how to engage ineffective teamwork.TeamworkEffective teamwork is essential for project success. Typically, much of the “training” inteamwork is experiential - students may be given some theoretical framework(s) forunderstanding what is going on, but learning seems to happen during actual project work.Assessment of teamwork is non-trivial and tends to rely heavily on peer assessment, such as useof CATME [17]. It is also difficult to provide timely feedback to teams unless an instructor isoverseeing all of the student teams on a daily basis. Frequent Scrum meetings under thesupervision of the Scrum Master provide an opportunity to gain real-time insights. However,what is to be
. Diversity, equity and inclusion workis difficult, yet rewarding when successes are achieved. Members of the project team are happyto share lessons learned with change agents on other campuses.AcknowledgementsThis material is based upon work supported by the National Science Foundation under GrantNos. 1726268, 1725880 and 1726088. Any opinions, findings, and conclusions orrecommendations expressed in this material are those of the author(s) and do not necessarilyreflect the views of the National Science Foundation.References[1] S. Page, The Difference. Princeton, NJ: Princeton University Press, 2008.[2] Edmondson, A. (1999). Psychological safety and learning behavior in work teams.Administrative science quarterly, 44(2), 350-383.[3] Institute for
-automation.com 5. Esposito, Anthony, Fluid Power with Applications, 7th Edition, 2009, Pearson Prentice Hall, Upper Saddle River, NJ, Columbus, OH 6. He, S., & Rahemi, H., & Mouaouya, K. (2015, June), Teaching PLC Programming and Industrial Automation in Mechatronics Engineering Paper presented at 2015 ASEE Annual Conference and Exposition, Seattle, Washington. 10.18260/p.24820 https://peer.asee.org/24820 7. Kadir, H., & Hossain, M. J., & Das Sharma, N., & Khan, S. J., & Hossain, A. (2015, June), Programming a Six-Axis Motoman HP3C Robot for Industrial Sorting Application Paper presented at 2015 ASEE Annual Conference and Exposition, Seattle, Washington. 10.18260/p.24598 https
., Follman, D. K., Sumpter, M., Bodner, G. M. (2006). Factors Influencing the Self-Efficacy Beliefs of First-Year Engineering Students. Journal of Engineering Education, 95(1), 39-4.9. Pleiss, G.; Perry, M.; Zastavker, Y.V., "Student self-efficacy in introductory Project-Based Learning courses," Frontiers in Education Conference (FIE), 2012, vol., no., pp.1,6, 3-6 Oct. 201210. Freeman S, et al. (2014) Active learning increases student performance in science, engineering, and mathematics. Proc Natl Acad. Sci. USA 111:8410–8415.11. Dym, C., Agogino, A., Eris, O., Frey, D., & Leifer, L. (n.d.). Engineering Design Thinking, Teaching, and Learning. Journal of Engineering Education, 103-120.12. Carberry, A. R., Lee, H. S., Ohland, M. W
Publication Type Journal, Dissertation, or Thesis Year Year of publication (as opposed to the year of data collection) State(s) State(s) where data was collected from Participants Participants involved in the study Research Focus Focus of the research study (e.g., abilities, motivations) Focus (narrowed) A finer categorization than above (e.g., students’ abilities) Research Methods The type of research conducted (e.g., Quantitative, Qualitative, Both) Sample Size Total sample size of PLTW-affiliated participants Internal Comparison Whether the study compared PLTW internally (e.g., by demographics) If so, what? What were the comparative variables used (e.g
8TS 9TS 10TS 2TS 3TS S 5TS t Figure 9 – Ideal sampling of a continuous signal f(t) (dashed) with a sampling period TS.where the train of unit impulse functions has a sampling period equal to TS. By definition, eachimpulse function is an extremely high (infinite) amplitude continuous signal occurring over anextremely small period of time, and having the characteristic property that its integral over all times(called weight) is equal to one. Typically, this impulse function is graphically represented by anarrow pointing vertically, and located at the sampling instant (Figure 9).We
robotic stacker system was delivered to Nucor Steel plant to be installed at Press #2 ofthe production line in highway products division. References:1. Bai, T., Zhu, J., Varma, V., “Characteristics of capstone design projects at universities in US and China: An Analysis”, ASEE Annual Conference & Exposition (ASEE 2007), AC 2007-17552. Dutson, A., Todd, R., Magleby, S., Sorensen, C., “A review of literature on teaching engineering design through project-oriented capstone courses,” J. of Engineering Education, Jan. 1997, pp. 17.3. Pomberger, G., “Software Engineering Education — Adjusting our Sails,” Education and Computing, vol. 8, no. 4, 1993, pp. 287-294.4. Thorpe, J. F., “Design of
. “Adaptive Thinking & Leadership Simulation Game Training for Special Forces Officers.” I/ITSEC 2005 Proceedings, Interservice/ Industry Training, Simulation and Education Conference Proceedings, November 28-December 1, 2005 Orlando, Florida, USA. 3. Aebersold, M. and D. Tschannen. “Simulation in Nursing Practice: The Impact on Patient Care.” The Online Journal of Issues in Nursing, Vol. 18, No. 2, 2013. 4. Shaw, Carolyn M. "Designing and Using Simulations and Role-Play Exercises." The International Studies Compendium. Ed: Robert A. Denemark. Wiley – Blackwell, 2010. 5. S. Kumar, and J. K. Hsiao. Engineers Learn “Soft Skills the Hard Way: Planting a Seed of Leadership in Engineering Classes.” Leadership
. Washington, D.C.: National Academies Press.4. Ohland, M. W., Sheppard, S. D., Lichtenstein, G., Eris, O., Chachra, D., & Layton, R. A., Persistence, engagement, and migration in engineering programs, Journal of Engineering Education, 2008, Vol. 97, No. 3, pp. 259-278.5. Marra, R. M., Rodgers, K. A., Shen, D., & Bogue, B., Leaving engineering: A multi-year single institution study, Journal of Engineering Education, 2012, Vol. 101, No. 1, pp. 6-27.6. Atman, C. J., Sheppard, S., D., Turns, J., Adams, R. S., Fleming, L. N., Stevens, R., Streveler, R. A., Smith, K. A., Miller, R. L., Leifer, L. J., Yasuhara, K., & Lund, D., Enabling engineering student success: The final report for the center for the
necessary. 1-2 examples were also recorded for each lecture, but they were released tostudents after the class. Watching the audio lectures can be considered a passive learning modeand manipulating them is considered active. Both activities are low-level learning activitiesaccording to the ICAP framework and thus they were moved outside of the class and class timecan be used for higher-level learning activities.Q&AAs students prepared for each lecture on their own, they were highly encouraged to post anyquestions they might have to the Piazza discussion board embedded in the Blackboard coursesite. They were also encouraged to write down the question(s) anonymously and drop thequestion(s) to the in-class drop box as they walk into the classroom
incorporation of the other Grand Challenge areas into thedesign project to provide an increased variety of choices for students. In order to further assessthe impact of this project on students, future studies may include a control group for comparison.In an effort to increase the response rate, surveys for future studies may be given during classinstead of simply posting them online for students to complete on their own.References[1] National Academy of Engineering Grand Challenges for Engineering.http://www.engineeringchallenges.org/cms/challenges.aspx[2] Sheppard, S., S. Gilmartin, H. L. Chen, K. Donaldson, G. Lichtenstein, E. Özgür, M. Lande, and G. Toye.,“Exploring the engineering student experience: findings from the academic pathways of people
, we suspect that the increasein overall retention was impacted by an increase in sense of belonging. To benefit sense ofbelonging and reduce chilly-climate issues that appear to impact females’ pathways more thanmales’, it is recommended that faculty development, particularly for creating an inclusiveclassroom environment, be implemented at the institution studied.AcknowledgementThis material is based upon work supported by the National Science Foundation under Grant No.1226586.Bibliography1 M. W. Ohland, G. Zhang, B. Thorndyke and T. J. Anderson, "Grade-Point Average, Changes of Major, and Majors Selected by Students Leaving Engineering," in Frontiers in Education, Savannah, 2004.2 E. Judson, B. Smith, J. Erzen , S. Krause, J. Middleton and
Library Association. Introduction to Information Literacy. at 8. Information Literacy Standards for Science and Engineering/Technology | Association of College & Research Libraries (ACRL). at 9. FGCU. 2012 QEP. at 10. ABET. ABET. at 11. Dweck, C. S. Mindset: The New Psychology of Success. (Random House Digital, Inc., 2006).12. Dewey, J. Democracy and Education: An Introduction to the Philosophy of Education. (The Macmillan Company, 1916).13. Vygotsky, L. S. Mind in Society: The Development of Higher Psychological Processes. (Harvard University Press, 1980).14. Anderson, L. W., Krathwohl, D. R. & Bloom, B. S. A taxonomy for learning, teaching, and assessing: a revision of Bloom’s taxonomy of
engineering.” Hyman3, in hisoperational definition of design as “a proposed solution to a problem,” states that “the designitself is a value added proposition, meaning there is a business value in the solution, or else whybother designing it?” One of the ongoing challenges facing engineering programs is how toprovide freshmen with an engaging, budget-aware introduction to engineering that enhancesprogram retention and provides the student with skills that are applicable throughout theireducation and careers.The learning outcomes of engineering programs have evolved over the past century. In the1800’s, programs promoted “the application of sciences to the common purposes of life,”4 withthe goal of training employees for the rapidly expanding economy
Austin BME graduate recruitment efforts.References1. Bell, S. M., Blumstein, J., Brose, K., Carroll, A., Chang, J., Charles, J., ... & Smith, R. (2014). Defining success in graduate school. Molecular biology of the cell, 25(13), 1942-1944.2. Kuncel, N. R., Hezlett, S. A., & Ones, D. S. (2001). A comprehensive meta-analysis of the predictive validity of the graduate record examinations: implications for graduate student selection and performance. Psychological bulletin, 127(1), 162.3. Ehrenberg, R. G. (2003). Method or madness? Inside the USNWR college rankings. Working Papers, 42.4. Howell, L. L., Sorenson, C. D., & Jones, M. R. (2014). Are Undergraduate GPA and General GRE Percentiles Valid Predictors of
traditional, with lowcommitment to research and development. Internally, there have been difficulties incommunicating the project goals and orientations. The project seems huge and with a not clearset of priorities. Finally, hallways and informal talks mention that faculty leaders are seen asbelonging to a clique close to the top administration, which risks the wide adoption of theprogram.The Clover 2030 Engineering Strategy: A joint venture between UC and UTFSMNew Engineering for 2030 has been the opportunity that UC-Engineering was expecting tovalidate its efforts to create world-class education in Chile. Along CORFO' s intention totransform Chilean engineering schools towards national competitiveness and productivity, UC-Engineering had already
PCC scientists constructed the devices and evaluated the biological inputs/outputs in the system (picked biological seeds, plate counted bacteria, conducted DNA sequencing). Similar experimental set-ups were operated at both institutions. Cal Poly Pomona engineers provided support with system operation and water sample analysis. Student interaction was achieved by using: (a) Initial in-person two-hour meetings. Every semester, to break the ice and engage PCC and Cal Poly Pomona students with the collaborative work, initial meetings were hosted at Cal Poly Pomona. PCC students and the professor(s) visited the campus and had the opportunity of touring the engineering laboratory facilities. The initial meetings
, the CIT-E community had a deeper understanding of flipping.We understood that flipping is not simply a matter of recording some screencasts for students to watchout of class. Rather, the design of the flipped classroom exercises must be intentional. The SecondAnnual Infrastructure Education Workshop is planned in May 2015 to answer the following questions,and the answers will be reported on the companion poster to this paper. What material in the current course(s) can readily be adapted to out-of-class screencasts? The answer to this question will provide an estimate of how much class time is now freed up for active learning exercises. What are the characteristics of an effective in-class question for the flipped
with the first answer, the first answer isnot correct. In cases 2 and 4, the instructor gives feedback on why the answer to the follow-up isnot consistent. Here are some examples: Q1’s answers are correct, o but the answer to the follow-up is, “Only A or B can drive. o Instructor’s response: Why didn’t you select the third option, (A, B, C, C)? Selected (B, C, A, D), but not (A, B, D, C). o Follow-up answer was, “Because all the other answers except the answer I choose they put B in the back and B is the driver who should be in the front (sic).” o Instructor’s response was, “You explained correctly what you did, but you got part of Q1 wrong. Please read the question more carefully next time. Q1’s answer is
. (2013, October 17). Criteria for Accrediting Engineering Programs, 2013 – 2014 [Online]. http://www.abet.org/DisplayTemplates/DocsHandbook.aspx?id=3149[2] E. Rushton et al., “Infusing Engineering into Public Schools” in Proceedings of the 2002 American Society for Engineering Education Annual Conference & Exposition, 2002 © American Society for Engineering Education[3] A. Bandura. Self-Efficacy: The Exercise of Control. New York: W.H. Freeman, 1997.[4] “The Condition of Education.” United States Department of Education: National Center for Education Statistics. Washington, D.C.: U. S. Government Printing Office, 2006.[5] S. Peirce-Cottler et al. (2007). “Designing a Medical Device to Extract Foreign Bodies from the Ear”. [Online
. The Model B Raspberry Pi has twicethe SDRAM, an additional USB 2.0 port (both of which are moved to an integrated 3-port USBhub,) and a 10/100 MBit/s Ethernet USB adapter which takes up one of these ports on the hub;the tradeoff is that the Model B takes 3.5W of power as opposed to the 1.5W required by theModel A. Both Models run on a variety of Linux distributions such as Raspbian (a DebianWheezy port) and Pidora (a Fedora port), in addition to other OS such as OpenElec and RISCOS. The official distributions are optimized for the CPU's ARMv6 instruction set and are freelyavailable for download, yet many more are available for download. 5 Nearly all distributions areLinux-based, with the notable exception of Plan 9 developed by Bell Labs
lossesfrom posttest to retest for individuals as well as for group average scores. We therefore use thenormalized change proposed by Marx and Cummings 21 , which relates losses to the maximumpossible loss instead of the maximum possible gain: % S −% Si f 100−% Si if % Sf ≥ % Si = 100 f −% Si c = % S% Si
engineering degrees and reported thatunderrepresented ethnic minorities held 12.6% of B.S. degrees, 7.9% of M.S. and 4.6% of thePh.D.'s, and less than 10% of the faculty positions. Similarly, although women held 18.4% ofthe B.S degrees and 22% of the Ph.D.'s; only 13% of the faculty was women; of which only8.7% held the rank of full professor.19 Studies have also shown that the gap between male andfemale faculty was narrower in early career and widens significantly by 15 years after theirPh.D.18 Underrepresented minorities, both ethnic and gender based, need to comprise at least15% of academia before they can influence the culture and agenda.7The Computing Research Association for Women (CRA-W) has several mentoring programs forwomen in computer
Navigation,” U.S. Army Research Laboratory, ARL-TR-4462, May, 2008.5. Tanner, H.G. and Christodoulakis, D.K., “Decentralized Cooperative Control of Heterogeneous Vehicle Groups,” Robotics and Autonomous Systems, Vol. 55, No. 11, pp. 811-823, 2007.6. Fechheimer, M., Webber, K., Kleiber, P. B., “How Well Do Undergraduate Research Programs Promote Engagement and Success of Students?,” CBE Life Sciences Education, Sundberg, MD, 2011.7. Anderson, N., Hagenauer, B., Erickson, R., and Bhandari, S., “Flight Testing of a UAV Airplane for Autonomous Operation using Piccolo II Autopilot,” Proceedings of AIAA Atmospheric Flight Mechanics Conference, Honolulu, HI, 18-21 August 2008.8. Bhandari, S., Pernalete, N., Bettadapura, A
. Ramos, R. F., “Introduction of Active Learning Techniques Increases Student Learning in a Systems Physiology Laboratory Course,” in ASEE Annual Conference and Exposition, Indianapolis, Indiana, 2014.4. Sieving, A. L., M. Pool, S. A. Jewett, T. Eustaquio, R. Madangopal, A. Panitch, K. Stuart, A. E. Rundell, “Development of Verification and Validation Engineering Design Skills through a Multi-year Cognitive Apprenticeship Laboratory Experience,” in ASEE Annual Conference and Exposition, Atlanta, Georgia, 2013.5. Kirschner, P. A. “The laboratory in higher science education, problems, premises, and objectives,” Higher Education, vol. 17, pp. 81-90, 1988.6. Litzinger, T., L. R. Lattuca, R. Hadgraft, W. Newstetter, “Engineering
ASEE Conference, Chicago, IL, June 18-21, 2006. 6. Lopez, A. (2007). Mathematics education for 21st century engineering students: Literature review. Melbourne, Australia: Australian Mathematical Sciences Institute. Posner, G. J., 7. Manseur, R., Ieta, A. & Manseur, Z. (2010). Mathematics Preparation for a Modern Engineering Program, Panel Session. Proceedings of the IEEE Frontiers in Education Conference. 8. Ganter, S., & Barker, W. (2004). The Curriculum Foundations Project: Voices of the Partner Disciplines. Mathematical Association of America. 9. Buechler, D.N. (2004a). Mathematical Background Versus Success in Electrical Engineering, Proceedings of the 2004 ASEE Annual Conference, Salt Lake City
treated as ideal voltages sources. The long line indicatesthe positive terminal of the respective battery. All four bulbs areidentical.Question 1 (2 points, if both items are correct)Switch S is closed.Item 1.1 Bulb B is A off, e.g. does not glow, B less bright than bulb C, but not off, C equally bright as bulb C,! D brighter than bulb C,Item 1.2 because a the current from bulb B is used up. b the same current flows through both. c a part of the voltage drops at bulb B. d bulb C has a lower potential than bulb B. e the electrons flow through bulb C first.Question 2 (2 points, if both
not introduced as a tool; methods like brain-storming, trial-and-error, etc., are employed14. However, „system analysis‟ approach provides a roadmap to theproblem-solving process, by which the reasoning activity is streamlined and generalized. Thismethod may also be employed to demonstrate to the students how to formulate either wordproblems or a design basis. It also helps the teachers to show to their students how to switchfrom rote memorization to critical thinking.‘System Analysis’ ApproachThe system analysis approach considers the definition of a system as composed of componentswhich interact with each other to produce output(s) based on inputs. The best way to define thebehavior of a system is to define the variables which govern the