improve student performance in MEEN 221and lower the number of students that repeat the course. Ultimately this should improve graduationrates and retention of students in the non-MEEN engineering majors.References[1] H. Vasquez, A. A. Fuentes, R. A. Freeman. “Improving Student Retention and Engagement in Statics through Online Formative Assessment and Recitations”. Proceedings of the 119th ASEE Annual Conference and Exposition, San Antonio, TX, 2012.[2] X. K. Brandon, B. M. Holloway, B. Pierson. “Engineering Education and Quantified Self: Utilizing a Student-Centered Learning Analytics Tool to Improve Student Success”. Proceedings of the 126th ASEE Annual Conference and Exposition, Tampa, FL, 2019.[3] S. L. Fiore, S. P. Fagan, D
. Kastner, T. Levin, T. Nguyen, and C. Irvine, “Moats and drawbridges: An isolation primitive for reconfigurable hardware based systems,” in 2007 IEEE Symposium on Security and Privacy (SP ’07), May 2007. [2] A. Carpenter, “A hardware security curriculum and its use for evaluation of student understanding of ece concepts,” in 2018 ASEE Annual Conference & Exposition, 2018. [3] A. Carpenter and R. Hansen, “Supervising undergraduate cybersecurity projects,” in 2019 ASEE Annual Conference & Exposition, 2019. [4] S. Bratus, A. Shubina, and M. Locasto, “Teaching the principles of the hacker curriculum to undergraduates,” in Proceedings of the 41st ACM Technical Symposium on Computer Science Education, ser. SIGCSE ’10, 2010
Technological University S. Henson’s career includes working as a chemist, finishing engineer, and materials scientist. In this re- spect, her expertise focused on material analysis and selection. After obtaining her Masters in Geographic Information Systems (GIS), she went on to teach GIS to civil engineering students at Lawrence Tech- nological University. After training in entrepreneurial engineering, she began teaching Fundamentals of Engineering Design Projects. She also acted as the civil engineering capstone coordinator. She is now a project engineer working in the Entrepreneurial Engineering Design Curriculum.Matthew L. Cole, Lawrence Technological University Dr. Matthew Cole is a tenured Assistant Professor in the
think the students benefited from the lesson? Can you provide any examples? 5. Do you like the lesson’s placement within the course? Would you move it to another time? 6. Do you like the lesson’s content, or would you suggest another means of reinforcing? 7. What else do you do in your classes (including non-Design I) to help students revisit research concepts through the semester?The Reinforcement lesson - Did not Utilize the Pilot 1. Why did you choose not to pilot the lesson? 2. What do you do in your section(s) of Design I to help students revisit research concepts throughout the semester? 3. Do you reinforce these lessons in other courses? If so, how? 4. Based on your perspective, do you think students
that threaten the success of Launch Lab exist. Since there are minimalrecognition and compensation incentives for many of the members, Launch Lab projects areoften a lower priority relative to a member’s other work. Finding the right student(s) for a projectcontinues to be a challenging task. The group sometimes struggles to align the skillsets, interests,and availability of students with the needs of the project outcomes. With such a diverse group,communication remains an area of ongoing difficulty as well. Whether it is between members ofa project team, across the various departments, or even externally, miscommunications orinfrequent communications are often the critical stumbling block to success. Launch Labmembers may benefit from
. & Schaefer, D. Training Engineering Faculty to be Educators: History, Motivations and a Comparison of US and International Systems. in 122nd ASEE Annual Conference and Exposition (American Society for Engineering Education, 2015).3. Ciston, S., Cerretani, C. & Went, M. S. Teaching with graduate teaching assistants: Tips for promoting high performance instructional teams. in ASEE Annual Conference and Exposition, Conference Proceedings vols 2016-June (2016).4. Behrouzi, A. Developing a robust teaching portfolio as a doctoral student in a research-intensive engineering program. in ASEE Annual Conference and Exposition, Conference Proceedings vols 2017-June (2017).5. Connolly, M. R., Lee, Y.-G. ; & & Savoy, J. N. The
FrameworkTo examine the cultural narratives embedded in a pre-college engineering summer camp, weposition our research through the theoretical lens of cultural production theory. Culturalproduction theory examines “local meaning(s) produced by groups in everyday practice, theirconnection to larger social structures, and the possibility, no matter how slim of challenging thestatus quo” [3, p. 5]. By using the lens of cultural production theory, we can evaluate the waysindividual and collective agency operate in the structural constraints of daily practice to constructculture [4]. Through this evaluation, we can identify the patterns in our actions (practices), theways we label our efforts (intentions), and the ways we describe ourselves (histories
communication skills, including oral presentations, written deliverables, and critical listening and feedback. Do you think CATME helped you to achieve any of the goals? If so, which one(s)? How? 3. How useful was the feedback you received? 4. How did you use the feedback, if at all? 5. How accurate did you believe the feedback to be? 6. Would you recommend the use of CATME in other teamwork settings?The interview responses were manually reviewed to identify common themes or anecdotes andto identify key quotes among the participants. In this study, we employed a triangulation designmixed-methods approach (Creswell, 2003) where we aimed to address the study questionsusing data sets from
Education?,” Sci. Technol. Hum. Values, vol. 39, no. 1, pp. 42–72, Jan. 2014, doi: 10.1177/0162243913504305.[5] 1615 L. St NW, Suite 800Washington, and D. 20036USA202-419-4300 | M.-857-8562 | F.- 419-4372 | M. Inquiries, “Diversity in the STEM workforce varies widely across jobs,” Pew Research Center’s Social & Demographic Trends Project, Jan. 09, 2018. https://www.pewresearch.org/social-trends/2018/01/09/diversity-in-the-stem-workforce- varies-widely-across-jobs/ (accessed Apr. 19, 2021).[6] A. True-Funk, C. Poleacovschi, G. Jones-Johnson, S. Feinstein, K. Smith, and S. Luster- Teasley, “Intersectional Engineers: Diversity of Gender and Race Microaggressions and Their Effects in Engineering Education,” J. Manag. Eng
engineering design. © American Society for Engineering Education, 2021 2021 ASEE Midwest Section Conference b. Apply engineering skills and techniques to determine the root cause(s) and develop recommended solutions of the key problem(s). c. Develop skills to work on a multi-functional team. d. Develop skills in data gathering and interaction with production and management level employees, in a professional and ethical manner and recognizing the need for lifelong learning. e. Hone communications skills for oral presentations and written reports. 2.3. Subject Matter Expert Involvement The subject matter expert (SME) is an individual who has a high level of expertise
innovate and publish their contributions to SoTL. Theinitiatives were successful in creating a collaborative community in which faculty can shareideas, refine their approach, and strengthen their writing skills so they can acquire funding andpublish their work. Faculty observed significant professional growth in these areas as theyparticipated in these initiatives. While the supportive environment produced tangible results interms of an increase in publication from APT faculty, other initiatives that can be consideredinclude, one-on-one mentoring and more structured training in scholarly writing such as takingformal classes.References[1] S. Bush, N. Pelaez, J. Rudd, M. Stevens, K. Tanner, and K. Williams, “Widespread distribution and unexpected
for design project 2 like design project 1.In summary, this project exposes the student to the highly iterative nature of the design process,using the combination of distinct machine elements integrated into a gearbox assembly.Computer tools are shown to reduce the iteration time and to reduce the chance of mistakesduring the iteration process. Although specific tools were mentioned in this paper, there are awide variety of acceptable tools that can accomplish the same task. These tools are also evolvingto allow for system level optimization of the components.The Student-Selected Design ProjectAs mentioned previously, with the student-selected design project, the student(s) decide whatmachine or device they want to design. Students are
through the University’sLearning Management System (Canvas), students who are not assigned to a particular classroomsession are required to view that lesson’s content online asynchronously. Each classroomsession starts with a 1015 minute overview in which the instructor highlights the key conceptscovered in the online lesson and provides an additional example(s). In doing so, he makes aconcerted effort to relate the current lesson content to previous and upcoming lessons, the course,and real-life applications. The instructor intentionally limits the lesson overview to 15 minutesbased on the finding from Swartz, Butler, and Laman whose literature review identified thattypical student attention spans range from 5-15 minutes9 . The remainder of the
Involvement: A Developmental Theory for Higher Education,” Journal of College Student Development, Vol. 40, No. 5, Sep/Oct 1999, pp. 518-529.[3] Partnership for 21st Century Skills (P21), Learning for the 21st Century: A Report and MILE Guide for 21 st Century Skills, Washington, DC: P21, 2003. Web: http://www.p21.org/our- work/resources.[4] Deci, E. L., and Flaste, R, Why we do what we do: the dynamics of personal autonomy, New York: Putnam’s Sons, 1995.[5] Pink, D., Drive: the Surprising Truth About What Motivates Us, New York, NY: The Penguin Group, 2009.[6] Hirsch, L., Gibbons, S., Kimmel, H., Rockland, R., and Bloom, J., “High school students' attitudes to and knowledge about engineering
= -0.38 logits; p = 0.003, one-tailed). Inaddition, participants had greater difficulty with class 3 levers (M = -0.03 logits) than class 1 levers (M = -0.41 logits; p = 0.08, one-tailed). Finally, those items composed of one or more intermediate link(s)between the input and output were more difficult (M = 0.43 logits) than those without intermediatelevers (M = -0.22 logits; p = 0.001, one-tailed). == Table 3 ==MNSQ. An item that has a mean-square statistic equal to 1 indicates perfect fit. In general, a valuebetween 0.75 and 1.33 indicates good fit. The mean-square statistic for all of the items is presented(Table 4). Wright and Linacre (1994) suggest that only one item (Sequential Tracing-D1’; MNSQ
outreach programs at WPI including Camp Reach and several other summer and academic year programs for students and parents.Mrs. Ryan Nicole Meadows, Worcester Polytechnic Institute Ryan Meadows holds a B.S. in Mathematics and Business from Fitchburg State University and an M.A. in Teaching from Sacred Heart University. She is currently the Associate Director of Pre-collegiate Outreach Programs at Worcester Polytechnic Institute. Meadows works with K-12 S STEM outreach programs during the summer and academic year. c American Society for Engineering Education, 2018 A Comparison of Changes in Science Interest and Identity and 21st Century Learning Skills in a Mixed-Gender and Single-Gender Robotics
, Communication three questions: 1.) Access for what 1999 Informatics purpose(s)? 2.) Access for whom? 3.) Access to what? Access is defined by five dimensions of health Levesque, Harris, care services including, approachability, Health Care Russell, 2013 acceptability, availability and accommodation, affordability, and appropriateness.As illustrated in Table 1, access can pertain to a broad range of barriers including social,educational (Carlson & Sullivan
discussed in this paper: 2. Demonstrate creativity, in the context of engineering problem-solving. 6. Function effectively on multidisciplinary teams. 10. Speak effectively. 11. Incorporate knowledge of contemporary issues into the solution of engineering problems.Recognizing that the Department’s mission statement includes educating and inspiring, the civilengineering faculty have sought to develop their program appropriately along a set of commonlyaccepted educational taxonomies; that is, Bloom’s Taxonomy. These widely known taxonomiesare based on the seminar work of the 1950’s educational committee chaired by Benjamin Bloom.The committee established a set of taxonomies in three domains of learning
analyze teaching in traditional versus innovativeclassrooms. Proc 2nd Joint EMBS-BMES ConfHerreid C, Schiller NA. 2013. Case studies and the flipped classroom. J College Sci Teaching42:62-66Roehl A, Reddy S, Linga S, Gayla J. 2013. The flipped classroom: An opportunity to engagemillennial students through active learning strategies. J Family Consumer Sci 105:44-49Roselli RJ, Brophy SP. 2003. Redesigning a biomechanics course using challenge-basedinstruction. Eng Med Biol IEEE 22:66-70. DOI 10.1109/MEMB.2003.1237504Schwartz DL, Bransford JD. 1998. A time for telling. Cogn Instruct 16:475-522Silverthorn DU. 2006. Teaching and learning in the interactive classroom. Adv Physiol Educ30:135-140. DOI 10.1152/advan.00087.2006Talbert, R. (2012). Inverted
mirrors was calculated to ensure that none of the mirrors detachwhenever the disc is rotated at a high speed. The centrifugal force was calculated in thefollowing process.The angular to linear velocity formula is ω 𝑣E 𝑣E = 𝑟×𝜔, (9a)wherevt = Linear velocity in m/s rr = Radius in meterω = Angular velocity in rad/s.The revolution per minute (RPM) to Equation (9a) is𝑣E = 𝑟×𝑅𝑃𝑀× *K (9b) Figure 10: Linear Velocity LM
and the outcomes of suchopportunities help prepare the future professionals of the construction industry.References1 Wandahl, S. & Ussing, L. F. (2016). Facilitating Industrial Placement in the Construction Engineering Curriculum.Construction Research Congress.2 Weber, S.L. (1998). Field Internships for Construction Studies: A Survey. ASC Proceedings of the 34th AnnualConference Central Connecticut State University- New Britain, Connecticut, April 15 - 18, 1998.3 Chapin, T., Roudenbush, W., & Krone, S. (2003). Cooperative education in the Associated Schools ofConstruction. Journal of Construction Education, 56-68.4 Rondinelli, D.F., Allen, S. Y. and Hauck, A. J. (2000). Impact of Structured Internship Programs on StudentPerformance in
devices, an optional 4-day course on engineering of musicalinstruments, and an opportunity for students to get together and speak about their experiencesthrough guided storytelling. We will report on the results of these programs at a later date.BibliographyASEE (2014). Going the Distance: Best Practices and Strategies for Retaining Engineering,Engineering Technology, and Computing Students. https://www.asee.org/papers-and-publications/publications/college-profiles.Alon, S. (2005). Model mis-specification in assessing the impact of financial aid on academicoutcomes. Research in Higher Education, 46(1), 109–125.Alon, S., & Tienda, M. (2005). Assessing the “mismatch” hypothesis: Differences in collegegraduation rates by institutional
where the student explains how s/he solved the problem. To answer thissection, we ask the students to imagine that they are trying to explain what they did to their boss,what the problem was, and how it was solved. Students should assume that their boss knowsabout computer hardware and the current subject. Thus, they should use the correct language andthe right terminology. Some labs ask the students to write a procedure to solve the problem theysolved, assuming that the procedure would become part of the company’s documentation andtraining for other technicians. Some labs require collecting data from the conducted experiment.Students most format the data in tables and charts and present an analysis explaining themeaning of the data. This
critical success factors’, The TQM Journal, Vol. 22 No. 2, pp. 188-208.5. Cole, R. C. (1941). Vocational guidance for boys: a program for schools and social agencies. New York, London: Harper & Brothers.6. dos Santos Matai, P. H. L., & Matai, S. (2009). Cooperative Education: Andragogy. Retrieved from International Social Science Council,ISSC, 1, rue Miollis, Paris Cedex 15, 75732, France website: http://www.iiis.org/CDs2009/CD2009SCI/ag2009/PapersPdf/A064IQ.pdf7. Dukovska-Popovska, I., Hove-Madsen, V., & Nielsen, K. B. (2008). Teaching lean thinking through game: Some challenges. 36th European Society for Engineering Education (SEFI) on Quality Assessment, Employability & Innovation.8. Eckes, G. (2001) The Six
2015 AIChE Annual Meeting.The survey was conducted via a web-based interface hosted by runningthe open-source software LimeSurvey (limesurvey.org). E-mail invitations to participate wereinitially sent to all 158 department chairs in the United States requesting participation from thefaculty members teaching the relevant course(s). A separate request was sent directly to theinstructors of record for process controls courses during the 2014-2015 academic year based oninformation posted online. From that population, 81 usable responses representing 77 institutionsin the United States were received for a 48.7% institutional response rate.Questions were composed in consultation amongst the authors and were intended to providesome continuity with
confidence without conceit. They have a firm handshake, look people inthe eye, address colleagues by name, take pride in their appearance, speak up instead ofmumbling, etc.”“I want the students to show full confidence to look me in the eye and tell me where theirinterests are, definitive answers are always best.” Leadership research reveals a positive relationship in a leader’s self-confidence andsuccessful leadership34. These findings also align with Hartman et. al.’s (2015) study whereindustry professionals identified initiative/confidence as a main competence for entry-levelengineering leaders. The authors define the initiative/confidence theme as “stepping up, goingthe extra step, asking questions, having confidence and/or self-confidence
assessment feedback in student learning”, J. Studies in Higher Education, vol. 27, no. 1, pp. 53–64, 2002. [5] Epstein Educational Enterprises. (2019). “IF-AT by Epstein Educational Enterprises”, [Online]. Available: http://www.epsteineducation.com/. [Accessed Jan. 7, 2019]. [6] S. H. Cotner, B. A. Fall, S. M. Wick, J. D. Walker, and P. M. Baepler, “Rapid Feedback Assessment Methods: Can We Improve Engagement and Preparation for Exams in Large-enrollment Courses?”, J.Science Education and Technology, vol. 17, no. 5, pp. 437–443, Oct. 2008. [7] B. R. Cook and A. Babon, “Active learning through online quizzes: better learning and less (busy) work”, J.Geography in Higher Education, vol. 41, no. 1, pp. 24–38, Jan. 2017. [8] S
Paper ID #25277Visibly Random Grouping Applied to First-Semester EngineeringDr. Kathleen A. Harper, Ohio State University Kathleen A. Harper is a senior lecturer in the Department of Engineering Education at The Ohio State University. She received her M. S. in physics and B. S. in electrical engineering and applied physics from Case Western Reserve University, and her Ph. D. in physics from The Ohio State University. She has been on the staff of Ohio State’s University Center for the Advancement of Teaching, in addition to teaching in both the physics and engineering education departments. She is currently a member of the
: • Course(s) enrolled • Employment during university enrollment, • Factors leading students to not pursue their project as a startup, and • Suggested measures for increasing the rate of startup formation from course projects3. ResultsThe study’s three hypotheses were assessed using the interviews and the coded data. On average,each of the 16 participants provided 2.2 reasons for not launching their project as a startup. 3.1. Hypothesis 1Hypothesis 1 was that students do not continue with their projects because they cannot take timeaway from the paying jobs that are supporting their education. The data suggest that this is true.As shown in Fig. 1, students most frequently mentioned lack of time as a factor discouragingpursuing a
high school technology education and test scores for algebra 1 and geometry. History, 54(69.7), 71-7. 5. Brophy, S., Klein, S., Portsmore, M., & Rogers, C. (2008). Advancing engineering education in P‐12 classrooms. Journal of Engineering Education, 97(3), 369-387. 6. Sheppard, S. D., Pellegrino, J. W., & Olds, B. M. (2008). On becoming a 21st century engineer. Journal of Engineering Education, 97(3), 231-234. 7. National Academy of Engineering. (2008). Changing the Conversation: Messages for Improving Public Understanding of Engineering. Washington, DC: The National Academies Press. https://doi.org/10.17226/12187. 8. Wilson‐Lopez, A., Mejia, J. A., Hasbún, I. M., & Kasun, G. S. (2016). Latina