Roll ResultsIn this section, the roll feature results are presented. Similar to altitude, the model used forregression is ensemble of trees optimizable model with cross validation and 5 folds. The same dataformat used in the altitude predictions is used for roll. The model prediction vs real values plot isshown in Figure 12. Figure 12 Roll Ensemble of Trees Optimizable Cross Validation 5 Folds Prediction Plot.The predicted vs true response plot shows large spread of the predictions around the ideal line.This is reflected in a high resulting MSE for the model of 32.4. The prediction for new flight datais summarized in Figure 13. Figure 13: Roll Ensemble of Trees Optimizable Model Cross Validation 5 Folds Test Results Plot
) Pedagogical studieshave demonstrated that the case study/ case history approach to engineering education provides agreater understanding of the multifaceted nature of civil engineering.(7,8) They can be used tosimulate a variety of learning protocols such as: design and analysis experiences,interdisciplinary issues and concerns, costs, hazards, owner preferences, and compliance withstandards and guidelines. Cases, by and large, describe situations, projects, problems, decisions,etc., and are primarily derived from actual experience, and do reflect thoughts, outlook, andconcerns of: managers, professionals, regulatory agencies, communities, and owners. Cases arealso widely used in other disciplines such as: education, medicine, and law. Cases
outside of academia.’Questions of validity for the percentage comparisons between ethnic groups exist for severalreasons: several female subjects identified as both White and Asian/ Hispanic, one subject didnot indicate their ethnicity (N=14), and the way that, when completing the survey, somerespondents selected all reasons, while others chose just two or three.Even though study statistics are not significant and are somewhat limited in their validity,reflecting on both the gender and ethnic comparisons brings out several statistics that we plan tocontinue to monitor as subsequent cohorts participate in the NRT. The strongest finding is thatwomen, both White and Asian/ Hispanic, appear to be more strongly attracted to theinterdisciplinary nature
; Mathematics (STEM) Education,Outreach and Workforce Program, Grant Number N000141812770. In addition, the first author’swork is supported by the National Science Foundation Graduate Research Fellowship Programunder Grant No. DGE1745048. Any opinion, findings, conclusions, or recommendationsexpressed in this material are those of the authors and do not necessarily reflect the views of thesponsors. References[1] G. Xiao, "A Study on the bridging strategy between the theory of fluid mechanics and engineering applications," Advances in Computer Science Research, vol. 91, p. 6, 2019. https://doi.org/10.2991/msbda-19.2019.35[2] J. Hertzberg, B. Leppek, and K. Gray, "Art for the sake of improving
classroom observations, analytic and reflective notes [34]were generated and logged in an audit trail, while the identification of codes and their origins werecarefully noted. It was also during this process that emerging themes were identified, whichinformed interview protocols for member check interviews. Throughout the coding process, wecompiled transcripts and field notes with the help of hyperRESEARCH. We assigned codes toeach data set, extracted the list of codes and used those to assign codes to the next data set, addingnew codes as they were generated.Once all qualitative data were completely coded, we analyzed them to identify themes in thecodes. With trustworthiness in mind, we identified themes that were common to at least threedifferent
wasa feeling of being overwhelmed with “no chance of getting a good grade.” On the positive side,these students remarked about an improved way to learn and the utilization of many outsideresources as necessities in this modality. Online Course (OLC): The comments replicated most often reflected a feeling ofdetachment and isolation, as well as a feeling of being on their own and learning by themselves.Similar to responses in the face-to face modality, these learners also provided a majority ofnegative comments stating that the courses were more rigorous and required additional time forstudying. Additionally, respondents believed they “learned a lot less” and faculty were viewed asrestrictive with limited access and delayed feedback. The
presentation from an earlier student team for the same CSR projectassignment.The literature regarding teaching presentation skills to students includes Stuart’s case study [8],which reviewed techniques used in a graduate presentation skills class. Stuart suggested thatthese techniques be adapted to presentation classes for undergraduates as well. Her class utilizedtechniques such as video recording of student presentations for later review by the student, peerrehearsals, and assessments of PowerPoint slides. Stuart’s graduate class established twofundamental rules for student presentations. First, every aspect of the presentation's preparationand delivery should reflect respect for the audience, and second, student presentations need to be"carefully
. Thesereported values are consistent with the reported values from the 2019 survey of 94.8% and88.7% for the same two questions respectively reporting no significant drop off in the quality ofthe workshop from moving to online from on ground.Figure 9: Student Question 3.Figure 10: Student Question 4.Figures 9 and 10 report on the use of citation managers and usefulness in career; 90.3% ofstudents found citation managers valuable in some way, and 96.2% rate it likely that they willuse the information in their engineering careers. The 2019 survey reported these values as 93.8%and 98% respectively. These four tables, taken together, clearly reflect that the students foundthe learning and knowledge valuable, used what they had learned, and regard the
mission of the program is “to prepare technically-orientedmanagerial professionals and leaders for business, industry, government, and education byarticulating and integrating competencies in Renewable Energy.” The program preparesgraduates for jobs in the fields of energy and renewable energy systems as well as regulatory andgovernmental agencies. To meet the demand for well-rounded graduates who are knowledgeablein both technical and economic aspects of renewable energy systems, an interdisciplinarycurriculum was developed, consisting of a multitude of selected courses from across theuniversity. In 2018, the name of the program was revised to the “Sustainable and RenewableEnergy” program to reflect the increasingly broad array of energy
will focus on assessing these two project objectives: (i)Impact on students' problem solving and cognition skills, and (ii) Impact on students' ability tocommunicate to a wide range of audiences. Evaluation of the learning objectives will draw onassessment incorporating pre-and post-surveys, student performance, and student/facultyinterviews. Laboratory reports will be used to generate formal assessment data to evaluate students'cognitive skills at each level. We will study students’ self-confidence in problem-solving and theirlearning gain in the affective domain using self-reflections and faculty observations.Throughout the development, we learned the importance of intensive communication with alldepartment stakeholders, including students
ProgramsPurpose: These unique platforms and programs help us to support and guide our students.EduGuide is a platform that provides a path to where the students want to go by using simplesteps of content and weekly challenges of reflection. YesSHECan is a program dedicated toencouraging more women to be part of STEM, and they have connections to professionalsdedicated to skillful workshops.! Topic: YesSHECan WorkshopsPurpose: We invite the YesSHECan program to our class 7 times to introduce six uniqueworkshops. The topics were: Resume Building, Self Discovery, Confidence Building,Communication Skills, Financial Literacy, and finally, Motivation and Time Management. Thestudents were enthusiastic about these workshops, and they were always very grateful to
equity, reflected in her publications, research, teaching,service, and mentoring. More at http://srl.tamu.edu. American c Society for Engineering Education, 2021 A Rapid and Formative Response by the Engineering Education Faculty to Support the Engineering Faculty and Students throughout the Extreme Classroom Changes Resulting from the COVID-19 Pandemic Lance L.A. White Donna Jaison Samantha Ray Dr. Kelly Brumbelow Dr. Sherecce Fields Dr. Luciana R. Barroso Dr. Karan Watson P.E. Dr. Tracy HammondIntroductionThe planning and consideration for complex issues
of the real-life system. Students will alsobuild alternatives to the current system to improve the system's key performance measures. Inaddition, more data will be collected in the future course. This data will help in analyzing theeffectiveness of the CLICK approach across several courses in the IE curriculum. The usabilityof the learning modules will also be revised based on the students’ feedback.AcknowledgmentThe authors would like to thank the National Science Foundation for funding this work underGrant # 1834465. Any opinions, findings, or conclusions found in this paper are those of theauthors and do not necessarily reflect the views of the sponsors. The authors would also like tothank Xing Chen for his help in animating the 3D
is seen either via the lens of structural componentpresence/absence or via their thought process (content, discursiveness and reflectivity). Thisleads to the observation that students focus on articulating the claim rather than justification ofthe claim. Seah and Magana (2019) note that student arguments were not supported by sufficientor quality evidence to justify their design choices in Information Technology.IMPLICATIONSThese findings have implications for future research, for the development of instructionalmaterials for engineering classrooms, and for undergraduate engineering degree programs. Asengineering educators and researchers begin to explore this topic, they have many lessons tolearn from the extant research in science and math
supporting students.Project Mission and Reflection on the COVID-19 Impact on ProjectThe COVID-19 pandemic and its resultant impact across all sectors of the economy, education,and even people’s daily lives have challenged us to embrace system-wide digital transformationinitiatives and rapid-cycle innovations. Like many post-secondary institutions, FAU isreconfiguring itself and the education it is providing students in ways previously unexpected. TheTitle III Leadership Team has been working within our own College of Engineering and ComputerScience as well as in close collaboration with our State College partners to maximize our strengthsand resources in ways that enable us to more efficiently reach every student desiring to completea quality post
did not attributethe researcher’s attitude to racism (Burgin et al. 2015). Such close interactions with studentsseemed substantial in determining the students’ overall reflection of the program. Peers and Family. Peers developed relationships throughout group activities, especially in residential campsand daily afterschool programs that operated for an extended period. Programs that intentionallyframed the group as a “family” or community help nourish a sense of belonging amongstparticipants, building confidence to persist in STEM. Students’ families were regarded as highlyinfluential in providing support for students, specifically in keeping students involved in STEMactivities and performing well in school.Theme 4: Common Student
identified as counterspaces as they reflected on both their undergraduate andgraduate experiences.Methods. This study adopted narrative interview methods to capture stories of the livedexperience of Black graduate students in engineering. In order to be interviewed for this study,participants had to: (1) identify as Black; (2) be enrolled in a doctoral engineering program at anaccredited engineering college; and (3) have engaged in either NSBE and/or BGLOs as anundergraduate student. As an initial recruitment effort, the research team deployed ademographic survey to targeted institutions through networks of Minority Engineering Programadvocates and listservs associated with Black engineering organizations. More than 60 Blackengineering graduate
) Volunteer Experience (VE) 9 LWE was and remains advertised amongst the other preLUsion opt-in programs. Some are purely fun (like OAP), some help people learn about issues they care about like the environment, and food on and near campus. Some encourage internal growth and reflection, and others are more academic minded, like Fabricate: LU and LWE. Each of these programs have core modules independent from one another; while at other times (for ex in the evenings) they reconnect together for social events hosted by the OFYE
engaged in community service during their finalyear in high school [11]. These preset requirements are often referred to not as volunteering, but asbeing “voluntold,” something that Generation Z is pushing back against once reaching college [11,p.250]. According to Seemiller and Grace: Given Generation Z students’ lack of interest in volunteerism to begin with, these students will likely not take well to strict parameters that reflect being voluntold to serve the community in a particular way or for a particular cause. Opening up the definition of community service or volunteerism to include entrepreneurism, invention, and other engagement opportunities might overcome the
those who hadreached senior status, so we do not know the perspectives or experience of students whostarted but did not continue in engineering studies. 5 Grades and AccessOur study uncovered practices that contributed to the perpetuation of a competitive culture ofE&CS - which in turn helped shape students’ sense of (academic) belonging. The competitiveculture was reflected in pedagogical practices and department policies. Pedagogical practicesincluded forming teams to work on projects. Students described becoming aware of eachother’s GPAs based on team formation. Javier, a CS student, said that he was aware that facultyused GPAs to form teams. “So, they
pursuing doctoral degrees. To help guard against theeffects of confirmation bias, we worked to identify our assumptions. Through the processes ofEMPOWERING STEM PERSISTENCE AMONG GRADUATE WOMEN 10weekly self-reflection, personal memos, and group discussions, we considered how to managethe influence of our privilege, identities, and perspectives in the research process. Results A total of four themes were identified to summarize participants’ suggestions andrecommendations to women and WoC who might be considering discontinuing their STEMdoctoral programs, described below. Quotes from (de-identified) participants are utilized tofurther illustrate
all years among respondents, males were slightly underrepresented and femaleswere slightly overrepresented, and respondents had somewhat higher grades than was averagefor the college. Underrepresented minority 2 students (includes domestic African American,Hispanic/Latino, Native American/Native Hawaiian, SE Asian or Pacific Islander) were slightlyunderrepresented in 2008 and 2019 but participated at representation equal to their enrollment in2 In some cases we will use the terms “underrepresented minority students” in this manuscript because that was theterminology utilized at the time of the research study and is reflected in collected data variable names. However, werecognize that this terminology implies responsibility on the part of the
-test toassess the effect of the classroom intervention on students.For qualitative analysis, student reflection data, prompted with open-ended questions, will becollected to provide insight to improve the intervention strategies. Thematic coding will be usedto analyze the open-ended questions.ConclusionThe Engineering Education Pilot program described in this paper aims to produce data that willinform one another to understand how this intervention is able to provide supports for students’career pathways. In this paper, we outline the theoretical bases for this work, SCCT, and IBM.Together, these frameworks inform the types of interventions to be implemented with 8 th-gradestudents in low-income areas. The results of this work should provide
found that “Good cooperation between development team and client” and “Goodrequirements” were the two qualities most beneficial to projects [37]. The Standish Group’sCHAOS reports also emphasize the importance of user involvement and complete requirements,and pre-2000 reports are frequently used to illustrate the connection between requirements andproject success [15], [29], [37]. Newer reports frame the factors differently, yet still point to aclear connection between user or stakeholder needs and clearly stated requirements,recommending that projects focus “on a narrow set of features and requirements, which usersfind easier to understand and absorb” [39]. Bahill and Henderson reflect on famous failures toconsider if poor requirements
to on-line student services created to provide a seamless transition from in-person to remote learning. While many of the links were not specifically related to deploying course resources, they became a convenient access point for students to seek help with many student related services, thus increasing the value of the site to the students.• A wayfinding strategy to organize pertinent information provide feedback into restructuring the organization of the course materials into themes vs. modules• The journal section of the site became the focus for tracking group progress, conflict, and reflection. Instructor feedback for weekly reports and expanding on requests for information were provided weekly.• Using Google
averages (all 12 questions) for theABET “a to k” criteria for the Spring semester Capstone Experience class as compared toDepartmental and College averages. Note that ABET question “g” was split into separateevaluations of written and oral communications. As can be seen from the figure, the studentsroutinely, with one noted exception, rated the Capstone Experience class course well above boththe Departmental and College averages for all other courses. We feel that these scores reflect therequirement of direct application of concepts that students are taught in their previousundergraduate coursework, which is the primary objective of all OU Capstone Experiencecourses. A more convincing argument for the efficacy of the two-semester
) underaward number CMMI-1762999. Any opinions, findings, conclusions and/or recommendationsfrom current work solely belong to the authors and do not necessarily reflect the views of NSF. © American Society for Engineering Education, 2021 2021 ASEE Midwest Section ConferenceReferences[1] FREE Cornell University Course Teaching Engineering Simulations, ansys.com https://www.ansys.com/blog/engineering-simulations-course[2] Z. Mansouri, S. Verma and R.P. Selvam, “Teaching modeling turbulent flow around building using LES turbulence method and open-source software OpenFOAM” in Proc. 2021 ASEE Midwest Section Virtual Conference, Sep. 13-15, 2021.[3] R. P. Selvam. ASEE21
packages: 1. The packages are independent programs that require separate licenses that must be purchased, 2. From institution to institution, a different program may be utilized to run the same simulation types leading to complications in sharing and analyzing data which results from differing design input formats and output data formats.In the field of electromagnetics (EM) there are numerous simulation packages available that dealwith the design and simulation of high and low frequency circuits and antennas, or theinteraction of objects with electromagnetic waves and scattering of waves. Therefore, theseinteractions can be categorized into either “passive” such as reflection, refraction or absorptionof waves, or “active” such
getting the lesson resources ready for use. We have selected aproblem context that holds great potential to engage students in a meaningful research scenariothat reflects the practices of science and engineering as experienced in the real world. However,additional pedagogical scaffolds, including specific forms of activity for students to explain theirthinking to others in each phase of the unit, will now need to be iteratively created and revised aswe work with students and teachers. This work will also provide a way for us to get adequateexemplars of what forms of evidence of student learning are elicited in the learning activities,and continuously refine tools for teachers to monitor student progress in the lessons.Conclusion and DiscussionThe
plight of Syrianrefuges. Grades were based on the proper use of the provided tool, and ability to analyze thesituation and synthesize a solution through system thinking. In [52], Baylor University created aHumanitarian Engineering concentration consisting of: 1) people/cultures, 2) economics, 3)development, 4) energy, 5) food/water, and 6) international service to ensure engineering effortshad a positive long term effect on those receiving aid. This is similar to the HumanitarianEngineering and Social Entrepreneurship (HESE) Program at Penn State University [53] whichstresses systems thinking, communication, cultures, ethics, interdisciplinary courses andcocurricular service. The humanitarian courses included in these programs were reflected in