continuous effort may be critical tobusiness success.Defining Customer Requirements and Program ObjectivesIt is the responsibility of the program and the assessment team to continuously monitor and applythe customers’ requirements. A program should be driven by establishing goals, by definingmeasurable program objectives, by establishing an effective process, and by determiningprogram outcomes that result from achieving program objectives.The first step before a program’s assessor starts with the assessment process is to define programobjectives and seek outcomes. The objectives of the program would broadly reflect the needs of Page 7.1195.34
is addressed Page 7.833.9 Proceedings of the 2002 American Society for Engineering Education Annual Conference & Exposition Copyright 2002, American Society for Engineering Educationthrough exercises where teams of two interact to reflect on what enhances and what detractsfrom each person’s ability to be creative.Communicate – The glue of the creative system is communication, which must be constant,effective, information rich, and well managed. Communication technology is burgeoning andthe extraction of information from data is becoming ever more difficult, but if they can be dealtwith effectively these
can be found in appendix II. This allows the students to reflect and reviewtheir project performance relative to the other team members. As part of the peer review, eachstudent assigns three attribute codes (such as late for meetings, effective team member) to eachmember. Once the peer reviews are received and reviewed, the faculty advisors populate themand discuss the anonymous summary with each team member. This provides the faculty advisorsthe opportunity to appraise the team dynamics which helps in addressing most team andindividual challenges. In the middle of the semester, faculty advisors complete and review witheach team their strengths, weakness, opportunities, and threats (SWOT), during which time ateam midterm grade is assigned
their chosen study program, and highlight the importance of early courses for success in the later stages of a study program [13]. Our findings indicate that such a model improves the retention and persistence of students in the critical period of adaptation to college life.iii. A strategy to use a cognitive apprentice framework to combine coaching, peer-led team learning, and reflection/self-assessment to boost leadership skills among Hispanic LIATS [14]. The combination of these methodologies enabled the development of leadership competencies among students impacting their emotional intelligence and demonstrated, in later stages of the study, to influence the roles assumed by them when given the opportunity of
licensing and the number of users differ from commercial setups. • Domain Experience: to help bridge the OT/ICS domain experience, we consider a phased approach where we first focus on example processes that are representative of classes of industries. In such processes, we start with a testbed setup, including devices and processes reflecting the lower levels (Levels 0 - sensors/actuators, Level 1 - simple control/PLC) of the Purdue Model. We progress in later phases to higher levels of the Purdue model. To further make the domain expertise accessible to students, multiple resources were developed to walk students through building, configuring and operating the testbed with details including
course activities have with students. The less likely students will pay attention andlearn appropriately in class. Also, the study methodology indirectly helps the instructors toevaluate their classes and classify in-class activities using the ICAP framework. AcknowledgmentWe acknowledge the support of Dr. Anwar Startup Funds provided by Texas A&M Universityfor this research. Any opinions, findings, conclusions, or recommendations expressed in thismaterial do not necessarily reflect those of Texas A&M University. We also thank the studentsand instructor who helped us collect the data. References1. C. C. Bonwell and J. A. Eisen, "Active learning: Creating
problems have a “right” answer. Successful completion of theAME 341 sequence requires students to develop their own intuition and independence in alaboratory environment. Bridging the classroom and work environment, the laboratoryexperiments are specially designed to ensure that students stop, think, decide, and discover. It istherefore crucial for all graduating AME students to receive the full laboratory experience. This paper aims to present the accessible solutions developed for the AME 341 coursesequence, and reflects on the experience from the point of view of instructors, teaching assistants,and a visually impaired student. It initially was found that there were no ready accessibilitysolutions for test and measurement hardware. Thus, USC
.,instructors and teaching assistants) were guided to take training and were provided withguidelines to effectively administer the oral exams. In terms of training, online modules weredeveloped and were followed up with reflection activities on relevant topics (e.g., reducingstudents’ anxiety; effective communication and making the student comfortable whenadministering the oral exams). Assessors were encouraged to implement grading rubrics and 5scripts that incorporated those practices (e.g., anxiety-reducing gestures, scaffolding studentswith expectations, minimizing time pressure) to standardize the procedures and fully capture thestudents
showcased his skills for technical reading and writing and being able to bridge the gap between client and engineer. In his role as an Intern Engineering Inspector at CES Consulting LLC, Kevin demonstrated a strong commitment to quality assurance and control, ensuring that construction aligned with design plans and bringing errors to the attention of senior inspectors for correction. His involvement extends beyond his work and academic pursuits; His membership in the National ASME and AIAA organizations reflects his commitment to his field and his versatile interests. Additionally, he has taken on leadership responsibilities as the GMU ASME President, where he has organized informa- tional sessions and collaborated
Notes Notes taken WITH Notes do not reflect the Notes reflect more Section clarity and accuracy- entirety of the assigned than one of the does not directly copy resource OR are negative criteria (4x Points) content from resource inaccurate to the text OR listed to the left but instead show significant direct rephrases/abridges copying of the resourceLive PollingPlicker Cards were employed in CIVL103 as a live multiple-choice question polling tool. Theseare preferred by many instructors in the Civil Engineering Department at The Citadel becausethey do not require students
. Economic disparities in these areasdisproportionately impact marginalized communities, reflecting a broader trend observed in manyregions. To address these challenges, the implementation of free and low-cost peer-to-peer andnear-to-peer collaborative programs is recommended. These initiatives can offer guidance,support, and role models, assisting young individuals in navigating the complexities ofadolescence.To bridge existing gaps, it is essential to establish programs that actively involve middle and highschool students, as well as their families, with working professionals, professors, andundergraduate and graduate students from colleges and universities. This collaborative approachrepresents a significant step towards providing emotional
capabilities, Python, and DALL-E,enhancing its functionality and providing a comprehensive platform for educational assistance.In this study:'Y' (Educational Interests) explored are: - General Education Courses topics - Major-Specific Courses topics - Elective Courses topics - Beyond Curriculum topics (Career Development, Skills Enhancement, etc.)'Y' (Engagement Spectrum) explored are: - Forerunners: Always at the forefront, first to adopt new ideas and technologies. - Steady Engagers: Consistent and reliable in participation, regularly contributing. - Gradual Engagers: Initially less engaged, becoming more involved over time. - Silent Engagers: Quietly engaged, need observation and reflection over vocal participation. - Unsure
Brenner10 Pronunciations” and “The AutoHen Email Exchange” • The Immortal Life of Henrietta Lacks, • Presentation-criteria exercise: what do you Rebecca Skloot11 consider to be the five most important criteria for an excellent presentation? • “Columbia's Last Flight: The inside story of • Reflection assignment: “What about Your the investigation — and the catastrophe it laid Own Professional Persona?” bare,” William Langewiesche12 • “The ‘Korean Skyscraper’ Incident”: can a Tae Bo class really simulate an earthquake? • Preparing to present: theatre exercises and Dr. Amy Cuddy’s TED Talk3
often involves using traditional gender stereotypes inorder to capture girls’ interest. Sweet [11] found that toy marketing has fluctuated throughout the20th century in terms of using gender stereotypes to sell products to children. At certain points,stereotypes were prominently used in advertisements and marketing materials to drive sales andinfluence consumer behavior. Sweet notes that these actions "added to -- and helped toperpetuate -- evolving cultural narratives about gender" (p. 221). Feminine toys highlighteddomesticity, the adoption of nurturing qualities, and emphasis on attractiveness, while masculinetoys encouraged building, aggression, and action. Through continued play with gendered toysthat reflect societal stereotypes, girls
development and project iterations. This work presents the initial details ofthe project, faculty observations, and future data collection tools for project-based pedagogicalresearch. The goal of the research is to use this project to identify when students self-identify asengineers and what events contribute to their perceived identities. Self-reflections and designcompetence surveys will be collected from the sophomore and junior students participating inthis project and as seniors when they complete their capstone design course starting in Spring2024.KeywordsSelf-efficacy, Project-based Design, Design Project, Mechanical EngineeringNomenclatureSRU—Slippery Rock UniversityME – Mechanical EngineeringPBL – Project-based learningDBL – Design-based
functionality in the extreme weather conditions of high-altitudeballooning and 2) to test the radio range at a VHF/UHF band utilizing an 8 MHz bandwidth forreal-time video streaming, substantial additional efforts were made to convert what was forterrestrial operations to a battery-powered science payload that could properly operate in extremeweather conditions such as high-altitude balloon flights cruising near space. This paper describes our development efforts and lessons learned, and is organized as follows.An overview and key design aspects of the payload systems are described in Section 2 and Section3, respectively. Section 4 presents student reflections on troubleshooting and Section 5 provides abrief analysis of experimental data collected
research show a higher quality of learning (though not a greater amount if "amount"equates with the number of facts), but problem-based learning simply feels right intuitively. Itseems to reflect the way the mind actually works. (15) Unfortunately, while there is agreement onthe general definition of PBL, implementation has varied widely. (3) The large variation in PBLpractices makes the analysis of its effectiveness a bit complex. Many studies comparing PBL totraditional programs are simply not talking about the same thing. As reported by Prince (3), “ Formeta-studies of PBL, to show any significant effect compared to traditional programs, the signalfrom the common elements of PBL would have to be greater than the noise produced bydifferences in
provide important technical and communication experiences forundergraduate and graduate students. Senior capstone, thesis, design, and other project activitiesare means to develop teamwork and communication skills. ABET student outcomes reflect thesecritical skills [1] and experiences applying soft skills in the context of project work are valuable.The process of documenting a project and presenting the results enhances one’s technicalunderstanding in ways that students do not often appreciate. Technical poster presentations area common communication mode in which effective delivery depends heavily on succinctexpression, audience analysis, and visual design. Much of the literature related to posterpresentations deals with course-level poster
occurs during each test, all of their design changes are in directreaction to the test results, and this comment reflects that shared understanding. After a bit morework, they encounter the same disagreement again, as Marco wants to tape on an additional Page 24.981.9“pack” of popsicle sticks:Marco: Tape that onVincenzo: Wait, dude, let’s just test it with that firstMarco: Two packsVincenzo: No, dude, just test itMarco: Yeah, we’re going to test itVincenzo: Test it and THEN if it’s too light we’ll put this onThese exchanges and disagreements highlight the importance of the pair dynamic, which is oftenlost when comparing
organization and individuals, approving organizational superior system skills display superior systems skills. as well as development of plans, job descriptions, and can out-perform same, their recognition and professional development others. reward, all reflect the plans that include systems- importance of systems skills related considerations. to the success of the organization
where they learn how to work with the students before they deliverthe research-inspired challenges they developed. The learning experience for the middle schoolstudents is also scaffolded by successively exposing them to more about the engineering designprocess and what they are expected to do in the subsequent sessions. During the delivery portionof the class there are no additional assignments beyond preparing the design challenges and theadditional class session each week is reserved for discussion and reflection in a learningcommunity setting.The final portion of the class is devoted to the reflection and to finalizing the documentation inlight of experiences at the middle school. The materials created during the class are valuable andworth
of the survey questions from all respondents was 4.6out of 5.0. The student comments on the survey reflected that: 1) speakers should come fromdifferent engineering backgrounds as opposed to all from civil engineering, 2) projects should beset up by the workshop staff so that all the necessary materials are available since the start and sothat the workshop staff is familiar with the project, and 3) students also indicated their desire tospend more time working on the projects.From the data collected it is clear that the workshop was successful in encouraging theparticipants to continue working towards a STEM degree. Overall, the participants indicated theyreally enjoyed their time in the workshop activities.c) MORE-High-School Outreach
provided by the instructor, the team modifies its design process/outcome accordingly, and prepares a few lead-in questions for the in-person interactions.4) Engage in the in-person interaction: during the in-person meetings, the team thoroughly goes through its improved design process/outcome, and the instructor steps in when he/she identifies any step that would have been designed differently from an expert’s perspective.5) Publish the interaction result: the team reflects its interaction process with the instructor, redoes the design by itself to generate (and evaluate) new ideas, and sends the instructor a Page 24.1035.6 certain
challenges of the new approach27 Use nontraditional teaching methods in as described in research35 Provide students with feedback, support, & scaffolding27,59 Explain effect on grade 60 and align activities with assessments27,59,60 Solicit student feedback27 Ramp up slowly, e.g. use brief activities at first33 Assign/design appropriately challenging activities32,34,58,60 Respect student learning styles and study habits59 These suggestions tend to be drawn from personal experience, rather than from strongempirical and theoretical bases. This reflects that although connections between expectancyviolations and student resistance to nontraditional teaching have been asserted, the link betweenthese two constructs has not been
, the 2011-2012 data does not include data gathered regarding the students' major, thus theseare not reported. Secondly, the material/energy balance class under review has students majoringin both Chemical Engineering and Bioengineering.In 2011, analyses of students’ Peer Learning scores revealed a significant Gender interaction,reflecting the tendency for women’s scores to decrease and men’s scores to increase from pre-test to post-test. Students' Classroom Connectedness scores increased significantly from pre-testto post test. Accounting for Gender and Race Classroom Connectedness increased for Caucasianmales and females and Asian males.In 2012, the results were mixed with interactions based upon the specific demographic variables(Gender
avoid thisissue.14–19 Previous work by the authors and others have studied specific characteristics that arenecessary for success in industry and academic careers for Ph.D.-holding students.16,18,20 Watsonand Lyons (2011) studied engineering industry job solicitations in order to determine the mosthighly-requested skills for Ph.D.s working in industry.13 These recommendations reflect thepoint of view of professionals working in the field.The work by these researchers is useful; however, the lack of research that examines graduatestudents’ perspectives on the skills they require for professional success is concerning. Ifgraduate students’ views of what skills are important for them to develop during their graduatetraining do not align with the
solar radiationHOMER synthesizes solar radiation values for each of the 8760 hours of the year. Its algorithmsproduces realistic hourly data, being easy to use, requiring only the latitude and the monthlyaverages, while displaying realistic day to day and hour to hour patterns. The synthetic data arecreated with certain statistical properties that reflect global average value. However, generateddata for a particular location will not exactly replicate the characteristics of the real solarradiation. But tests show that synthetic solar data produce virtually the same simulation results asreal data. HOMER synthetic wind data generator is little different to use than the solar data as itrequires four parameters, in order to generate wind statistics
concepts, defining terms, and making predictions based on conceptsare some of the reflective metacognitive activities that can be used to assess one's own beliefs.Metacognition is also necessary to confront and address one’s own misconceptions, which needto be corrected through cognitive processes in order to achieve conceptual change by altering themental models that comprise an individual's conceptual framework on a particular topic.One of the most important, but more difficult, topics in introductory materials engineeringclasses is that of phase diagrams. For example, on a question on a previously given MaterialsConcept Inventory about solutions, students moved from 39% correct to 67% correct on pre and
a university-wide survey at Villanova University indicated that a strong majorityof full-time faculty agree that internationalizing our curriculum will help students be moresuccessful after graduation (78% agree or strongly agree). Nearly 95% of faculty agree orstrongly agree that colleges and universities should prepare students for an increasinglyinterconnected world. However, a weaker majority (58% agree or strongly agree) believe thatglobal and international topics should be incorporated into all undergraduate programs. Thislatter issue likely reflects the specific needs of the professional colleges, such as Engineering,and science departments to develop a robust education plan that meets standards within technicaldisciplines. In the
, 2004)11Design ReviewsDesign reviews were used to assess learning objectives 2-4. Each semester, students work inteams with other students at their university on a design project corresponding to a piece of thewicked problem. Throughout the process, students participate in three design reviews intended toidentify strengths and weaknesses in design processes and guide students’ design developmenttoward better, more defensible, and more sustainable design solutions. We used the Initiate,Design, Execute, Assess, Learn, & Show (IDEALS) framework as a guide for assessment ofthese design activities.12 As part of each design review, students answer reflection questions ontheir progress to date. At the end of the semester, students perform in-class