. Nakagawa, H. Suda, M. Ukigai, Y. Miida, “An innovative hands-on laboratory for teaching a networking course”, Proceedings of the 33 rd ASEE/IEEE Frontiers in Education Conference, 14-20, Boulder, CO, USA. November 5-8, 2003.8. G. Steffen G, “Teaching Local Area Networking in a Secure Virtual Environment”, Proceedings of 2004 ASEE Annual Conference and Exposition, Salt Lake City, UT, USA, June 2004.9. http://www.virtualbox.org/wiki/VBox_vs_Others, retrieved February 3, 200910. S. Averitt, M. Bugaev, A. Peeler, H. Shaffer, E. Sills, S. Stein, J. Thompson and M. Vouk, “Virtual Computing Laboratory (VCL)”, Proceedings of the International Conference on the Virtual Computing Initiative, Research Triangle Park, North Carolina, USA, May
Page 11.1329.6engaged in active learning exercises. The clinic experiences engage students early on inthe higher order and integrative thinking that we hope they have experienced in theirundergraduate education. Table 1 below highlights some of the key clinic and/or projectbased ECE/EE curricula described in the literature and on the college websites. Table 1 -Engineering Clinic or Project-Based Modules in EE/ECE CurriculaCollege/University[Ref] Number Credits Course Name / Year(s) OfferedDegree(s) granted – credits of Courses % of total for the Degree(s) RequirementsDrexel University [9,11] ~6 20 Engineering Design Lab [12 cr - Freshman]BSEE, BSCE – 181 Credits (11
R. R.Cocking, editors, How People Learn: Brain, Mind,Experience, and School: Expanded Edition. Washington, DC: The National Academies Press,2000. [Online]. Available: https://www.nap.edu/catalog/9853/how-people-learn-brain-mind-experience-and-school-expanded-edition[4] K. Rayner, “Eye movements and attention in reading, scene perception, and visualsearch,” The Quarterly Journal of Experimental Psychology, vol. 62, no. 8, pp. 1457–1506,2009. [Online]. Available: https://doi.org/10.1080/17470210902816461[5] M. Hegarty, Multimedia learning and the development of mental models. Cam- bridge:Cambridge University Press, 2014, p. 673–702.[6] A. M. Madsen, A. M. Larson, L. C. Loschky, and N. S. Rebello, “Differences in visualattention
specific learning processes that yield externalized performance. Other measures of personality, multiple intelligences, or learning styles provide information about the learner and then leave the learner informed but unequipped to use the information. [The LCI] not only provides the learner with the means to articulate who s/he is as a learner, but then provides the strategies (metawareness) for the learner to use these learning tactics with intention.13The LCI survey is composed of 28 Likert scale items—descriptive statements followed by a five-point set of responses—and three questions requesting written responses. The 28 questions arescored according to the patterns they illustrate, and from these scores the LCI profile
appointment of five lead engineers to serve as project mentors for theprogram. These project mentors selected ten community college students from a shortlist of 20candidates provided by two members of the RU team (lead principal investigator and graduatestudent researcher) who conducted 34 interviews from an original pool of 58 applicants. Originalapplicants represented a range of individual differences: 26% female, 55% underrepresentedethnic minorities; 57% first generation; 27% veterans; 62% low-income; 5% students with1This research was supported by, or in part by, the U. S. Office of Naval Research under awardnumber N00014-15-1-2438.disabilities2. The final selection of ten from this diverse pool echoed such diversity: two females,five minorities
applications of positively impacting others areeasily connected in the biomedical engineering field. Nearly 40% of biomedical engineers arewomen. Although males are still the majority in this field, biomedical engineering is one of themore popular engineering fields among women.15 The final major change to our program fornext year is our goal to interview participants about their experiences. We will utilize this as away for students to reflect on their experiences as well as a way for us to receive more rich dataabout the short-term impacts of our program.Resources[1] F. Halpern, D., Aronson, J., Reimer, N., Simpkins, S., R. Star, J., & Wentzel, K. (2007,September 1). Encouraging Girls in Math and Science. Retrieved December 2, 2014, fromhttp
Student Affairs, Washington, DC: Author.2. Schneider, C.J. and Miller, R. (2005). Liberal education outcomes: A preliminary report onstudent achievement in college, Association of American Colleges and Universities, Washington.DC.3. Baxter Magolda, M.B. (2001). Making their own way: Narratives for transforming highereducation to promote self-development. Stylus Publishing.4. Parks Daloz, L.A., Keen, C.H., Keen, J.P. and Daloz Parks, S. (1996). Common fire: lives ofcommitment in a complex world. Beacon.5. Paul, R. and Elder, L. (2010) The miniature guide to critical thinking: Concepts and Tools,Foundation for Critical Thinking Press.6. Paul, R., Niewoehner, R. and Elder, L. (2006). The thinker’s guide to engineering reasoning,Foundation Critical
.[7] Kotche, M., and S. Tharp, Interdisciplinary Medical Product Development Senior Capstone Design, Proceedings of the 122nd ASEE Annual Conference and Exposition, Seattle, WA, June 14-17, 2015.[8] Redekopp, M., Raghavendra, C., Weber, A., Ragusa, G., and T. Wilbur, A Fully Interdisciplinary Approach to Capstone Design Courses, Proceedings of the 116th ASEE Annual Conference and Exposition, Austin, TX, June 14-17, 2009.[9] Seaward, G., Converting Single Disciplinary Capstone Projects to Interdisciplinary Experiences, Proceedings of the 108th ASEE Annual Conference and Exposition, Albuquerque, NM, June 24-27, 2001.[10] Sirinterlicki, A., Interdisciplinary Capstone Projects, Proceedings of the 121st ASEE Annual
formative assessments to favordifferent learning styles (Wang, Wang et al. 2006). Both learning style and formativeassessment strategy significantly affected student achievement, though, consistent with Pashler etal.’s conclusion, the interaction between these factors was not significant. Additionally, as thisstudy was performed with a web-based middle-school biology course, a gap remains with regardto undergraduate engineering education.As the primary motivation for this study is increasing the diversity of the engineering graduatesthat colleges and universities prepare for the workforce, some evidence demonstrates thatvarying teaching approaches to favor a multitude of learning styles may aid in achieving thatparticular end. A validation study of
realobject. Based on free responses it can be said that some students appreciated the link betweentheory and practice. The activity has gained interest at the author’s institution where two additional instructorshave adopted it. It is anticipated that it will evolve as a result of broader deployment.Acknowledgements The author acknowledges the James Madison University Quality Collaborative project,funded by Lumina Foundation.References[1] S. D. Sheppard and B. H. Tongue, Statics Analysis and Design of Systems in Equilibrium (revisd edition), Danvers, MA: John Wiley & Sons, Inc., 2007.[2] F. P. Beer, E. R. Johnston, Jr., D. F. Mazurek, P. J. Cornwell and B. P. Self, Vector Mechanics for Engineers (11th edition), New York, NY: McGraw
Engineering Programs, 2016-2017 (p. 25). Baltimore, MD.Barron, B. J. S., Schwartz, D. L., Vye, N. J., Moore, A., Petrosino, A., Zech, L., & Bransford, J. D. (1998). Doing with Understanding: Lessons from Research on Problem- and Project- Based Learning. The Journal of the Learning Sciences, 7(3/4), 271–311.Blumenfeld, P. C., Soloway, E., Marx, R. W., Krajcik, J. S., Guzdial, M., & Palincsar, A. (1991). Motivating Project-Based Learning: Sustaining the Doing, Supporting the Learning. Educational Psychologist, 26(3/4), 369.Boaler, J., & Greeno, J. G. (2000). Identity, Agency, and Knowing in Mathematics Worlds. In J. Boaler (Ed.), Multiple Perspectives on Mathematics Teaching and Learning (pp. 171– 200
gained.References1. Bandura, A. (1982). Self-Efficacy Mechanism in Human Agency. American Pyschologist, 37(2), 122-147.2. Basawapatna, A., Repenning, A., & Koh, K. H. (2015). Closing The Cyberlearning Loop. Proceedings of the 46th ACM Technical Symposium on Computer Science Education - SIGCSE '15, (pp. 12-17).3. Bean, N., Weese, J. L., Feldhausen, R., & Bell, R. (2015). Starting From Scratch: Developing a Pre- Service Teacher Program in Computational Thinking. Frontiers in Education.4. Bell, R. S. (2014). Low Overhead Methods for Improving Capacity and Outcomes in Computer Science. Manhattan, KS: Kansas State University.5. Brennan, K., & Resnick, M. (2012). Using artifact-based interviews to study the
Polytechnic State University, San Luis Obispo Dr. Trevor S. Harding is Professor of Materials Engineering at California Polytechnic State University where he teaches courses in materials design, sustainable materials, and polymeric materials. Dr. Harding is PI on several educational research projects including the psychology of ethical decision making and promoting the use of reflection in engineering education. He serves as Associate Editor of the journals Advances in Engineering Education and International Journal of Service Learning in Engineering. Dr. Harding has served numerous leadership positions in ASEE including division chair for the Materials Division and the Community Engagement Division. Dr. Harding received
division grades, collectively andindividually, do not predict upper-division design grades, we still require a minimum level ofexposure to the math, science, and, engineering concepts without which students are doingdesign outside of an engineering context. These results may also be indicative of the relationshipfor traditional capstone design experiences. Additional research is necessary to see if theseeffects hold true in that context. The implications for the study are that additional information inprogram applications must be included to effectively predict a student’s performance.References 1. S. Singer and K. A. Smith, “Discipline-Based Education Research: Understanding and Improving Learning in Undergraduate Science and
strong data that could indicate best practices, and which do not? Format of Final Product: The team would spend one (or if desired, two) semester(s) developing a set of critical areas for further investigation, culminating in an article suitable for a peer-reviewed journal.additional references, each, to clarify their portion of the outline. To share his or herfindings, each student used a 5-slide PowerPoint presentation to explain what he or shehad learned. The DoS participated via teleconference in the instructor-facilitateddiscussion. Then, for four weeks, each student worked independently to write a five-page, singled-spaced, draft document with a minimum of fifteen references, each, thatclarified his or her
organizations often tend to amplify the moral and political values that are lacking and need to be further enhanced in developing contexts. They view technologies as instruments for well-being rather than profits.As engineering educators who are interested in preparing future engineers for the increasinglyglobalized future, we need to be careful about what kind(s) of “global engineers” we are training.Emphasizing one or two approaches to engineering ethics over others represents an incompleteapproach that fails to project an appropriately comprehensive view of global engineering practice.Obviously, we are not training every student to become a professional engineer working in amultinational business company, nor do we expect that
the given image. For example, one student (S03) wrote the following in hispre-VTS essay: “This mural shows us a landscape ... As for the content of this mural, ...[y]ou see a man in the middle who looks to be working next to some kind of fence in the pond that take[s] water closer to the house in the background.”InterpretationLike the quote above, most essays also contained writing that functioned to interpret the contentin the image. For example, another student (S02) wrote in his pre-VTS essay: Table 5. Preliminary Results of Inductive Coding of Short Essay Responses Before and After VTS Workshop (n=6) Total # of
focused on ambitious goals:“To take full advantage of the benefits and to recognize, address, and even avoid some of thepitfalls of technology. . . [to help citizens] become better stewards of technological change” (p.2). Then, as now, “technological literacy” is the most widely recognized way of describing theproject(s) in which this division is engaged. In my 2006 paper, I argued that we needed torename the enterprise, mainly because “literacy” implied remediation rather than the aspirationto create something that had never existed before: a well-informed citizenry with the knowledge,motivation, and confidence to engage in purposeful deliberation about technology. Looking back from a distance of over 10 years, I am pleased to say that
Paper ID #19852Improving the Requirements Inspection Abilities of Computer Science Stu-dents through Analysis of their Reading and Learning StylesMr. Anurag Goswami, North Dakota State University Anurag Goswami is a Ph. D. Candidate in the department of Computer Science at North Dakota State University. His main research interests include empirical software engineering, human factors in software engineering, and software quality. He is a member of the IEEE Computer Society.Dr. Gursimran Singh Walia, North Dakota State University Gursimran S. Walia is an associate professor of Computer Science at North Dakota State University
and the Eccles et al. Model of Achievement-Related Choices. In Handbook of competence and motivation, eds. A.J. Elliot and C.S. Dweck. New York: The Guilford Press.Echo Ridge (2017). Dyse – Dynamic Spectrum Environment Emulator, http://www.echoridgenet.com/products/dyse.Evans, J. S. B. T. (2003). In two minds: Dual-process accounts of reasoning. Trends in Cognitive Sciences, 7(10), 454-459. doi:10.1016/j.tics.2003.08.012Evans, Jonathan St. B. T. (2009). How many dual-process theories do we need? one, two, or many? (). Oxford: Oxford University Press. doi:10.1093/acprof:oso/9780199230167.003.0002Gee, J. P. (2003). What video games have to teach us about learning and literacy (1st ed.). New York
conducted, we have uncovered, timeand time again, that our students come into our classes with issues that have a direct or indirectbearing on their ability to learn physics. One central question this paper aims to address is: Arethe factors that impede or enhance student learning in physics any different in the millennial age?IntroductionToday’s classrooms are largely populated by millennials. For the past two decades we have seenincreased use of variety of terms used to describe them. The millennial is often considered to bean individual born sometime between approximately 1980 and 2000. We often refer to thissubset of the population as Generation Y or Gen Y. Other names given to this group ofindividuals include Echo Boomers and 24/7’s
can note that 99% of students reported professional and personal useand 100% of practitioners reported professional and personal use. Further, for faculty, 100%reported personal use and 97% reported professional use. These data suggest that reflection isassociated with a range of uses, and also that reflection is being used by students, faculty, andpractitioners. While Carberry et al.’s data do not address the frequency of use, the effectivenessof use or the satisfaction associated with use, the data do speak to a prevalence of use [7].Carberry et al. point to a limitation of their data collection methodology noting that “the mode ofsurvey delivery may have led to shorter and less thoughtful responses” [7]. In our work, wecomplement Carberry
course for undergraduate mechanical students. The main focus presented in this paper willbe for teaching fundamental concepts of FEM theory utilized in the first 3 weeks of the semester.At the end of the course in 2018 spring semester, students participated in a class survey and tookthe CSWA-S certification exam (Certified SOLIDWORKS Associate – Simulation). Analysis ofthe collected data indicated that teaching the fundamental concepts of FEA theory significantlyhelped students to have a better understanding of FEA and facilitated them to use FEAcommercial software.2. TEACHING FINITE ELEMENT ANALYSIS FOR MECHANICAL ENGINEERING STUDENTS 22.1 THE BRIEF DESCRIPTION OF MECH4200-SIMULATION-BASED
Exposition, 2004.[2] Hertzberg, J., “Seeing Fluid Physics: Outcomes From a Course on Flow Visualization,” Bulletin of the American Physical Society, Paper # QE3, 55 (16), 2010.[3] Poon, M., Todd, J., Neilson, R., Grace, D., Hertzberg, J., “Saffman-Taylor Instability in a Hele-Shaw Cell,” Physics of Fluids, 16 (9), p. S9, 2004.[4] Settles, G. S., “On the Fluid Dynamicist as Artist,” Proceedings of the 12th International Symposium on Flow Visualization, Gottingen, Germany, 2006.[5] Kleine, H., Settles, G. S., “The Art of Shock Waves and Their Flow Fields,” Shock Waves, 17, pp. 291-307, 2008.[6] Samuel, M., Henley, J., and Shakerin, S., “Development of a Wet Wall: An Undergraduate Research Project,” Paper #37677
affiliates.References[1] J. M. Bekki, M. Huerta, J. S. London, D. Melton, M. Vigeant, and J. M. Williams, “Opinion: Why EM? The potential benefits of instilling an entrepreneurial mindset,” Advances in Engineering Education, vol. 7(1), 2, 2018.[2] C. J. Creed, E. M. Suuberg, and G. P. Crawford, “Engineering entrepreneurship: An example of a paradigm shift in engineering education,” Journal of Engineering Education, vol. 91(2), pp. 185-195, 2002. https://doi.org/10.1002/j.2168-9830.2002.tb00691.x[3] National Science Foundation, NSF Innovation Corps (I-Corps™), 2019. Available: https://www.nsf.gov/news/special_reports/i-corps/index.jsp[4] A. Huang-Saad, J. Fay, and L. Sheridan, “Closing the divide: Accelerating technology
when it successfully fulfills a human request and the individual has confidence thechatbot can perform well. Figure 1. Conceptual Framework for the User Interface Perceived Trust Efficacy of Chatbots for Future Faculty Mentoring. Adapted from “Enhancing User Experience with Conversational Agent for User Satisfaction Movie Recommendation: Effects of Self- Disclosure and Reciprocity,” by S. Y. Lee
learning approaches with ever-changing research-based and technologically instrumented means, transferring control over education from teachers to mangers of the bureaucracy.Therefore, engineering education is considered as a system that can be studied, controlled,optimized, and assessed. A classic example in this regard is the “pipeline” metaphor [10] that hasbeen widely used in the United States to understand and tackle the systematic challenges withretaining engineering students and recruiting underrepresented populations. Nearly allengineering education graduate programs in the United States are in engineering colleges,schools, or departments. Arizona State University (ASU)’s Engineering Education PhD Programis another good example
upon work supported by the National Science Foundation under Grant No.1741611 Encouraging Civil Engineering Retention through Community and Self-EfficacyBuilding. 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.References[1] "Infrastructure Report Card." American Society of Civil Engineers. (accessed 2 Feb., 2019): https://www.infrastructurereportcard.org/.[2] S. Hatch, Diversity by Design: Guide to Fostering Diversity in the Civil Engineering Workplace. Reston, VA: American Society of Civil Engineers, 2008.[3] "Criteria for accrediting engineering programs 2019-2020." ABET. (accessed 2
increased when students have easyaccess to the learning management system.While our literature review provided us with general guidance on developing online courses, wefound no studies discussing online courses for Ph.D. students. We were particularly interested inPh.D. level courses that require reading, analysis, discussion, and writing with feedback.We hoped to answer three questions ourselves: (1) Given the Ph.D.’s students’ high levels ofmotivation, what kind of environment would foster their engagement in online courses? (2)How can an institution best support faculty members for designing, developing, and deliveringthis kind of course? (3) What are the students’ experiences in these courses?Developing Online Courses for the Graduate