our students can seek and otherreasons. This paper presents the process adopted by the ECET program faculty to use the pastATMAE accreditation practices to present ABET accreditation. A hallmark of our program hasbeen the mandatory two-semester long co-op experiences and an optional third-semester co-opexperience, which has served as an important tool along with our in-class course instruction andlaboratory experience for the success of our students. Our program educational objectives reviewand student outcomes assessment of ABET’s Engineering Technology AccreditationCommission general ‘a to k’ criteria and Electrical/Electronic(s) Engineering Technology, andComputer Engineering Technology program specific criteria use four direct and
corresponds to an air velocity of roughly 30 m/s. With the leaky connections, theerrant dynamic pressure and velocity measured about 6 mm of water and 10 m/s, respectively.Thus, their digital measurement device appeared in every way to be working properly, but if thestudents took the effort to convert their pressure measurement to a velocity measurement, theymay realize that the velocity they were measuring was too low, which admittedly may requiresome amount of intuition that the students probably do not yet have.Because the exercise involves questions of accuracy, the students were also asked to assess theuncertainty in their measurements. Because the fluid density is needed to convert the dynamicpressure measurement into a velocity measurement
an Analytic Lens. Journal of Research in Science and Teaching 2007, 44, 1187-1218. 2. Meyers, K. L.; Ohland, M. W.; Pawley, A. L.; Silliman, S. E.; & Smith, K. A. Factors relating to engineering identity. Global Journal of Engineering Education 2012, 14 (1), 119-131. 3. 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, 97 (3), 259- 278. 4. Meyer, M.; Marx, S. Engineering Dropouts: A Qualitative Examination of Why Undergraduates Leave Engineering. Journal of Engineering Education 2014, 103 (4), 525-548. 5. Godwin, A.; Potvin, G.; & Hazari, Z. The Development
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 seminal work of the 1950’s educational committee chaired by Benjamin Bloom.The committee established a set of taxonomies in three domains of learning: cognitive, affectiveand psychomotor. The cognitive domain taxonomy is widely accepted in many fields and hasbeen identified as, “arguably one of the most influential education monographs of the past halfcentury.”3 The taxonomies are a language that describes the progressive development of anindividual in each domain and are defined as follows4: Cognitive: of, relating to, being, or involving conscious
styles, and academic integrity.To build an effective supervisory relationship, first a workshop on Life as a graduate student isoffered. Students hear from senior graduate students on the challenges, opportunities, andsupport throughout grad studies. Additional topics of discussion include: 1) how to keep a happyand healthy life style, 2) where to get help? and 3) what are the opportunities for leadership orscholarship? The discussions are conducted in round table groups to provide an open format.The second workshop focuses on the supervisory relationship. This workshop is designed toteach students on their responsibilities as graduate students, and to give them a toolkit to build asuccessful relationship with their supervisor(s)/academic
DUE1347817. Any opinions, findings, and conclusions or recommendations expressed in this materialare those of the authors and do not necessarily reflect the views of the National ScienceFoundation.References1. Koretsky, M., Bouwma-Gearhart, J., Brown, S. A., Dick, T., Brubaker-Cole, S. J., Sitomer, A., Quardokus Fisher, K., Risien, J., Little, D. L., Smith, C., & Ivanovitch, J. D. (2015, June). Enhancing STEM Education at Oregon State University – Year 1 Paper presented at 2015 ASEE Annual Conference and Exposition, Seattle, Washington. 10.18260/p.240022. Henderson, C., Beach, A., & Finkelstein, N. (2011). Facilitating change in undergraduate STEM instructional practices: An analytic review of the literature. Journal of
major in college. Findings identifieddifferences in male and female students career fit confidence offering another reason whywomen were more likely to leave engineering after graduation [25]. Cech et al.’s findingssuggest it is important to consider the impact of professional socialization when examininginteractions engineering students have with industry. The authors illustrate how the frameworkcan be used to explain gender representation differences in engineering.Our intent for this paper is to use professional socialization as a lens to examine the value that anAIDP brings to a students’ engineering identity formation, not to provide a full review on thistopic. We focus on three outcomes of professional socialization to guide our
Paper ID #15214Experiential Learning in the Thermal Sciences: Introducing and ReinforcingFundamental Thermodynamics and Heat Transfer Principles to K-12 andEngineering Undergraduate StudentsDr. Arden Moore, Louisiana Tech University Dr. Moore graduated with his B. S. in mechanical engineering from Louisiana Tech University in 2001, followed by his Master’s and Ph. D. degrees in mechanical engineering from the University of Texas at Austin in 2007 and 2010, respectively. During his time in graduate school he worked in the fields of thermoelectric nanostructures, nanoscale energy transport physics, and advanced thermal
downside to active learning using clickers in large classes.Institutions may need to reconsider large class sizes with clickers to take advantage ofimprovements in exam performance and benefits in terms of cognitive and non-cognitiveoutcomes.References [1] President’s Council of Advisors on Science and Technology (2012) Fact Sheet: Engage to Excel: Producing one million additional college graduates with degrees in science, technology, engineering, and mathematics.[2] U.S. Department of Education: National Center of Education Statistics (2013) Digest of Education Statistics[3] Freeman, S., S.L. Eddy, M. McDonough, M.K. Smith, N. Okoroafor, H. Jordt, M.P. Wenderoth (2014) Active learning increases student performance in science
—a specific critique offered by the ABET Engineering AccreditationCommission’s (EAC’s) Criterion 3 Task Force (TF-3). The obdurate habit of over-specification cansimply manifest itself in different ways—although we ought to consider in the same light TF-3’s ownrecommendation to include within Criterion 3 only those outcomes that can be reliably achieved.11As already alluded to above, what stymies effective solutions in engineering education is hardly limited tothe disciplinary habits and boundaries of engineering; the reasons go back to the structure of U.S.educational institutions and the engineering profession itself. With regards to the latter, engineers shouldstop worrying that theirs is somehow an incomplete profession. Sociologists
ideation? Why can person A in agiven situation generate a potential innovation while person B, perhaps even with a substantiallysimilar background, cannot? Consideration of the concepts/principles presented in Figure 4provides engineering and technology education researchers a framework for raising questionsthat might lead to fruitful investigations. The ten speculations listed below are initial examples ofsuch research questions. Perhaps the innovator(’s):1. knowledge representation is more holistic, i.e., established as a system as contrasted to hundreds/thousands of discrete individual facts/ideas?2. has a better memory and a larger/wider store of information to work with , or perhaps the innovator just has a better/quicker way of
National Academies, Washington, DC. 2. Borrego, M., Froyd, J. E., & Hall, T. S. (2010). Diffusion of engineering education innovations: A survey of awareness and adoption rates in US engineering departments. Journal of Engineering Education, 99(3), 185-207. 3. Prince, M., Borrego, M., Henderson, C., Cutler, S., & Froyd, J. (2013). Use of research- based instructional strategies in core chemical engineering courses. Chemical Engineering Education, 47(1), 27-37. 4. Froyd, J. E., Wankat, P. C., & Smith, K. A. (2012). Five major shifts in 100 years of engineering education. Proceedings of the IEEE, 100(Special Centennial Issue), 1344- 1360. 5. Jesiek, B. K., Borrego, M., and Beddoes, K. (2010
develop andrecognize one’s own self-regulation in learning and teaching.ACKNOWLEDGMENT This material is based upon work supported by the National Science Foundation underGrant No. 1148806. Any opinions, findings, and conclusions or recommendations expressed inthis material are those of the author(s) and do not necessarily reflect the views of the NationalScience Foundation.Bibliography[1] ABET - Engineering Accreditation Commission, “Criteria for Accrediting Engineering Programs: Effective for Reviews During the 2015-2016 Accreditation Cycle. November, 2014[2] Zimmerman, B. J., “Becoming a Self-Regulated Learner: An Overview.” Theory into Practice, vol. 41, no. 2, pp. 64-70, 2002.[3] Zimmerman, B. J. Attaining self
theindividual students’ roles. CATME is a short, web-based survey that collects and analyzes self-and peer-evaluation feedback. A behaviorally-anchored rating scale is utilized to assesscontributions of each team member in five areas based on the team effectiveness literature (Ohlandet al., (2012)23. The grade for each team-based component is multiplied by the CATME factor foreach student and that is the score entered for the student. As such, if a student does not pull his/herweight, s/he is penalized by the rest of the team and gets a lower grade than the rest of the teammembers. Conversely, if a student goes above and beyond the norm, s/he is recognized by theteammates and gets a higher grade than the original team score.It should be noted that
to navigate asimulated Mars surface. Assessment results indicate that by engaging students in project and team basedlearning in the context of real world applications, interest in STEM majors can be increased in highschool students.References [1]. Jeffers, A., Safferman, A., and Safferman, S. (2004). Understanding K–12 Engineering Outreach Programs. J. Prof. Issues Eng. Educ. Pract. 30:2(95), 95-108.[2]. Anderson-Rowland, M.R. (1996). A first year engineering student survey to assist recruitment and retention," Frontiers in Education Conference, 1996. FIE '96. 26th Annual Conference., Proceedings of, Salt Lake City, UT, pp. 372-376 vol.1.[3]. Cantrell, P. and Ewing-Taylor, J. (2009), Exploring STEM career options through
% • Over 50 times (more than twice 18, 51% per week) • Not at all 8, 23% • 11-50 (up to twice per week) Figure 11. Survey Question 2Question 3: Select any obstacle(s) that may exist to integrate the 3D printer intoacademic lessons (select all that apply).For this question respondents were asked to select all that apply and to suggest others thatalso exist. The top rated obstacle (13, 20%) was insufficient experience/training totroubleshoot issues and the least rated obstacle was insufficient studentinterest/enthusiasm (0, 0%). The category of “other” obstacles
is more value in gaining such information by exploring these researchvenues. Research which is conducted by visiting the site is known as field research2. It consist ofparticipant observation, interviews and document analysis as seen in figure 17. Field research canbe very exciting and rewarding and at the same time extremely overwhelming. It is important toknow what kind of information needs to be collected at the time of such research. Since the fieldis full of stories and actions, one can easily become lost in the scenario, hence having a biggerpicture and focusing on the specific research question(s) is a very important component of thefield study2. However, one cannot neglect important relevant incidents and make an informedapproach
currently the PI of an NSF S-STEM and ADVANCE-PAID grants. Page 26.790.1 c American Society for Engineering Education, 2015 Formative vs Summative ABET Assessment: A Comprehensive Graphic Representation for A New BME ProgramAbstractThis paper presents an innovative methodology for the assessment of a new BiomedicalEngineering (BME) program. Biomedical engineering programs are quite new in the engineeringeducational system. To date, in the state of Pennsylvania there are only six programs that havebeen accredited by ABET out of the 91 programs accredited nationwide1. While the guidelines ofABET
engineering faculty attitudes and practices. Journal of Library Administration, 51(5-6), 432-454.4. Laakso, M., & Bjork, B.-C. (2012). Anatomy of open access publishing: A study of longitudinal development and internal structure. BMC Medicine, 10(1), 124. Retrieved from http://www.biomedcentral.com/1741- 7015/10/1245. Bhat, M. H. (2009). Open access publishing in Indian premier research institutions. Information Research, 14(3). Retrieved from http://www.informationr.net/ir/14-3/paper409.html6. Dallmeier-Tiessen, S., Goerner, B., Darby, R., Hyppoelae, J., Igo-Kemenes, P., Kahn, D., Lambert, S., Lengenfelder, A., Leonard, C., Mele, S., Polydoratou, P., Ross, D., Ruiz-Perez, S., Schimmer, R., Swaisland, M
applications, which are designed for end-users and delivered over the web. Therefore, Cloud Consumers are able to use online applications. In this level of service model, Cloud Consumers need to be authorized to use provided online applications [3].NIST has published its Cloud Computing Reference Architecture in the Special Publication SP500-292. In the presented Architecture, NIST tries to provide an easy way of understanding theoperational intricacies in Cloud Computing [2]. There are five different parts in the NIST CloudComputing Reference Architecture, which are Cloud Consumer, Cloud Provider, Cloud Auditor,Cloud Broker, Cloud Carrier [4].Chandramouli, R., Iorga, M., and Chokhani, S. (2014) discussed cryptographic key managementissues
. Our future work will include further refinement of the model as ourstudy reaches theoretical saturation. Additionally, we have begun to interview students thatparticipated in non-curricular activities and attended a Historically Black College or Universityin order to compare and contrast the experiences of African American students in differentcollege settings.AcknowledgmentsThis material is based upon work supported, in part, by the National Science Foundation, undergrant EEC-1159813. Any opinions, findings, and conclusions or recommendations expressed inthis material are those of the author(s) and do not necessarily reflect the views of the NationalScience Foundation.References
be an open-source web-based tool that will guide individual or collaborating STEMeducators, step-by-step, through an outcome-based education process as they define learningobjectives, select content to be covered, develop an instruction and assessment plan, and definethe learning environment and context for their course(s). It will contain a repository of currentbest pedagogical and assessment practices, and based on selections the user makes when definingthe learning objectives of the course, IMODS will determine and present options for assessmentand instruction that align with the type/level of student learning desired. To this end, the projectaddresses the following two research goals: 1. Develop the instructional module development
to the undergraduates.Since the mid-1990’s the NAU Engineering programs offer the “Design4Practice,” or “D4P,”curriculum, a series of innovative undergraduate classes which involve team-oriented learningclasses for the students in each of their freshman, sophomore, junior and senior years. The D4Pcourses engaged students to learn by actively using engineering education tools that address theissues of realizing a design: problem solving, project management, and teaming.The D4P program provided courses that emphasized team-oriented design and project management. Page 26.524.2However, traditional manufacturing knowledge and basic skills were
. Thank you to Dr. Dawn Martin and the rest of the NASA team who made theexperience at Kennedy Space Center a life time experience. Page 26.529.12Bibliography1. Blanchard, S., Egiebor, N., Sweeney, J., Zidek, L., Sechrist, C., Hulbert, S., Osborn, J., O’Neill, R. “Blank Slate Engineering at Florida Gulf Coast University – Innovative and Multidisciplinary from the Ground Up”. Proceedings of the 2006 ASEE Annual Conference and Exposition, June, 2006.2. Villiers, C. “Fostering Excellence in High School Students Exposed to Applied Mathematics and SAT Prep Summer Program,” Proceedings of the 2010 ASEE Annual Conference &
Management: Models and Frameworks forMastering Complex Systems.” Third Edition, John Wiley & Sons, Inc. 2005.6 Blanchard, B. S., and Fabrycky, W. J., “Systems Engineering and Analysis,” 5th edition, Pearson Education, Inc.,2011. Page 26.567.127 “NASA Systems Engineering Handbook,” NASA/SP-2007-6105, Dec 2007.8 “Defense Acquisition Guidebook Chapter 5 Life-cycle Logistics,” DoD, May 15, 2013.9 “Operations of the defense acquisition system,” Interim DoD instructions 5000.02, November 25, 2013.10 “Madison Public Schools Science Program: A Framework for Integrated Teaching and Learning,” Madison PublicSchools, Madison, CT.11
Teacher Education 48 (1).25. McNeil, J.D. (1990). “Curriculum: A comprehensive introduction.” Boston: Little, Brown and Co.26. Shulman, L. S. (1986). “Those who understand: Knowledge growth in teaching.” Educational researcher, 15(2), 4-14.27. Wiggins, G. P., & McTighe, J. (2005). “Understanding by design.” Association for Supervision & Curriculum Development.28. National Research Council. (2011). “Promising Practices in Undergraduate Science, Technology, Engineering, Page 26.664.11 and Mathematics Education: Summary of Two Workshops.” Washington, DC: The National Academies Press.29. Freeman, S., Eddy, S. L
and D. Muller, "The MARVEL EU project: A social constructivist approach to remote experimentation," Proc. of 1st Remote Engineering and Virtual Instrumentation International Symposium (REV'04), pp. 28-29, 2004.[3] E. Scanlon, E. Morris, T. Di Paolo and Cooper, "Contemporary approaches to learning science:Technologically-mediated practical work," Studies in Sci. Education, vol. 38, p. 73–114, 2002.[4] M. Casini, D. Prattichizzo and A. Vicino, "The Automatic Control Telelab: a web-based technology for distance learning," IEEE Control Systems Magazine, vol. 24, no. 3, pp. 36-44, 2004.[5] S. Poindexte and B. Heck, "“Using the Web in your Courses: the How-To's and the Why's”," Proc. of American Control Conference, pp. 1304
. The authors plan to verify such results in a futurestudy with a large sample size. The survey asked that faculty members answer the questions byplacing an X on the line for all options that may apply. The first two questions asked the facultyabout their teaching rank and work status. Faculty responded included eight full professors, fourassociate professors and three assistant professors. Eleven faculty members identified their workstatus as full-time, tenured. The other four faculty members are full-time, tenure-track.Question three asked the faculty to state the reason(s) for pursuing a teaching career in theUnited States. Figure 1 shows that professional development is the leading reason attractinginternational faculty, especially those
without End: Economics, Environment, and Sustainable Development. Washington, DC: The International Bank of Reconstruction and Development.4. ASCE, (undated). Sustainability. Available at http://www.asce.org/sustainability/.5. Robinson, M., and Sutterer, K. (2003). Integrating sustainability into civil engineering curricula. In Session 2615, Proc. 2003 Annual Conference of the American Society for Engineering Education.6. Allen, D., B. Allenby, M. Bridges, J. Crittenden, C. Davidson, C. Hendrickson, S. Matthews, C. Murphy, and D. Pijawka, (2009). Benchmarking sustainable engineering education: Final report. University of Texas at Austin, Carnegie Mellon University, Arizona State University, 1-155.7. Bielefeldt, A
Paper ID #13185Making practical experience: Teaching thermodynamics, ethics and sustain-able development with PBL at a bioenergy plantDr. Darinka del Carmen Ramirez, ITESM (Tecnol´ogico de Monterrey) Ph. D. Darinka Ram´ırez is a professor at the Chemical Engineering department of ITESM (Tecnol´ogico de Monterrey), Campus Monterrey, Mexico. She has a B. S. in biochemical engineering at IT La Paz, M. S. in chemical engineering at Tecnol´ogico de Monterrey, and Ph. D. in Educational Innovation also at Tecnol´ogico de Monterrey. She teaches mainly Material Balances, Energy Balances and Thermodynamics to undergraduate students