Society. It provides the rationale for curriculum implementation, andthe integration of SDG’s topics into the course material.2. Vision of the ProgramThis project has significant institutional support, as Penn State and UNI entered into a university-wide strategic partnership agreement. UNI provides local resources, faculty, coordination andlocal students. At Penn State, the Cross-cultural Engagement and STEM Program has beenadded as a faculty-led program in its portfolio of approved perennial study abroad programs.The Cross-cultural Engagement and STEM Program represents a joint educational initiative,focusing on cultural immersion, exchange and STEM activities between Penn State and UNI. Inthis program, up to 30 Penn State students can travel
acquisition of outcome E and K, from theirviewpoint, is weaker. This means that we must change the contents of the after-class activity, andemphasize the logical control through LLWin® in an integral exercise unit.From the teaching actions, lecture and homework, most of the students have confidence inacquisition of the core competences A and G, as indicated in Fig. 11b. This means more than thehalf students by the survey considered good or very good in acquisition of competency tovisualize and analyze the kinematic problems graphically, as the results of question 4 and 7 of Page 10.475.12the questionnaire indicating. The reason may be explained
traditional methods utilized in other corecourses, an aspect of Hawthorne effect is apparent when new methods are introduced at such anadvanced level in the curriculum. It is noted that this effect was only obvious in the requiredcourse; student opinions on the elective course did not reflect the same attitudes. This may be Page 6.1050.4 Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright 2001, American Society for Engineering Educationbecause the elective class was taken only by students who were learning-oriented, as opposed tothe required course, which
encouraged across an increasinglywide range of disciplines, the approach to teaching entrepreneurship has not been standardized.There are a number of competing perspectives regarding the most effective curriculum forteaching entrepreneurship. To make the matter even more complex, these perspectives differfrom school to school (e.g., from the business school to the engineering school) and also fromstudent level to student level (e.g., from undergraduate student to graduate student).1Business schools were the initial locus for entrepreneurship education, although a fewengineering programs such as the one at the Massachusetts Institute of Technology can laylegitimate claim to being pioneers of the genre. Still, it is not in dispute that
student sustainability knowledge. By applying the taxonomy to studentsustainability definitions constructed by a cohort of seniors enrolled in a CEE capstone designcourse at Georgia Tech, the following conclusions were reached.1. A majority of students demonstrated a uni-structural or multi-structural understanding of sustainability, which suggests that additional integration of sustainability into the curriculum may aid students in developing more expert-like knowledge.2. Students in CEE most captured aspects of environmental sustainability and intergenerational equity in their sustainability definitions, which is similar to other engineering and non- engineering students.3. The SOLO taxonomy, when used with an a priori coding scheme, is
back to the existing work on engineering students’ attitudes and learningabout social responsibility to consider the opportunities and pitfalls of integrating CSR intoteaching and learning about social responsibility more generally.1. IntroductionCSR is a controversial concept, and interpretations of CSR are deeply informed by one’spersonal and political views [5]. Proponents of CSR, for example, view it as a vehicle fortransforming businesses to create shared economic, social and environmental value forthemselves and their stakeholders. In contrast, some skeptics from inside of the business worldview CSR as an intrusion on free market principles (see [6] for an early and famous example).And critics of capitalism in general argue that CSR
advancement ofknowledge and science required more. The authors of this paper build a strong case, from theliterature, that calls for using biomimicry innovation capabilities and competencies inundergraduate engineering and technology education programs to prepare students with this typeof thinking to solve complex global problems to produce a sustainable world. To better preparestudents to become more effective citizens and problem solvers in our increasinglyinterconnected, globalized world, the kind of thinker who contemplates complex globalproblems, the engineering and technology education curriculum must move to a more globaleducational model, and in particular, one that embraces integrating innovation capabilities andcompetencies that develop
outset, the competency based curriculum is vital for teaching smart materials. Learningexperiences should be differentiated from CORE competencies. These are desirable technicaland behavioral knowledge, skills and attitudes that students should experience, learn or beexposed to without the expectation of reaching competency. The learning environment haschanged from an apprenticeship model and passive learning to one that integrates learningstrategies with outcomes. With competency outcomes as a guide, the curriculum is moredynamic. Staffs can be more reflective and help in changing their teaching strategies for good, ifrequired.Amongst teaching methodologies, discussion model and lecture quiz approaches are consideredas effective tools for
on hold. However, we are re-evaluating ourwork to date to incorporate the above recommendations. Many youth did indicate a desire formore “hands-on” training. By running a separate course on “game design for kids” led by collegestudents, the students could assign specific tasks that relate to a current game project. Thereby, wemight be able to provide both an opportunity for learning and integration in a student project.Bibliography1. Grose, T. K., “The Science of FUN,” ASEE Prism, Volume 14, Number 5, 2005, http://www.prism- magazine.org/jan05/tt_science.cfm.2. Entertainment Engineering and Design, University of Nevada, Las Vegas, Howard R. Hughes College of Engineering, http://www.eed.egr.unlv.edu/index.cfm.3. The
master high-orderconcepts (Jones, Minogue, Oppewal, Cook, & Broadwell, 2006).Professional Development Curriculum Math and science teachers from the public state school for the blind who participated in the120 hours of professional development activities received 15 weeks of an asynchronous onlinecourse in science, math, and engineering content and education for students with VI. The initialhalf of the course was based on the textbook “What is Life?” Phelen, 2015) and the teacherscompleted modules for each chapter on the textbook LaunchPad program. The second half ofthe course consisted of readings and reflections on teaching STEM content to students withvisual impairments, a review of inquiry-based teaching methods, infusing dramatic
. Richard Millman is the Director of the Center for Education Integrating Science, Mathematics and Computing (CEISMC) and Professor of Mathematics at the Georgia Institute of Technology. He received a B.S. from the Massachusetts Institute of Technology and a Ph.D. from Cornell University in Mathematics. He was the President of Knox College (Galesburg, IL), Provost of Whittier College (Whittier, CA) and the founding Provost for California State University, San Marcos. He has twice served 2-year terms as a Program Officer at NSF, was interim chair of the Department of Curriculum and Instruction at the University of Kentucky, and is the Principal Investigator and Project Director of ALGEBRA CUBED
possiblefuture career opportunities.6 Additionally, while many individuals in the general public arefamiliar with nano through informal means and have opinions on the topic, few have receivedformal education on topics pertaining to nanoscale science, engineering, and technology.7Despite compelling arguments for inclusion of NSET into the K-12 curriculum, there is a paucityof research in this area. The little formal research that has been conducted has focused primarilyon size and scale, including student and expert ideas about scale, and how to integrate ideas ofsize and scale into the classroom.8-10 Other literature primarily consists of activities incorporatingsome NSET content, often at the undergraduate level11 : very little is focused on inclusion
is the James F. Naylor, Jr. Endowed Professor and the Program Chair for Mechanical Engineering at Louisiana Tech University. He received his B.S. from Louisiana Tech and his M.S. and Ph.D. from Georgia Tech. His research interests include trenchless technology and engineering education.Kelly Crittenden, Louisiana Tech University Dr. Kelly Crittenden received his BS and PhD in BioMedical Engineering from Louisiana Tech University in 1996 and 2001 respectively. He is often involved in multidisciplinary work at Louisiana Tech, either through the Integrated Engineering Curriculum or through the IMPaCT (Innovation through Multidisciplinary Projects and Collaborative Teams) program. He is
determine how theywill convey that knowledge. The students themselves are the system and assessment tools serveas sensors to determine the system response. The difference between the desired knowledge andthe measured knowledge that was actually imparted serves as feedback regarding the success orfailure of the instructional process to impart the desired knowledge. Any discrepancy betweendesired knowledge and measured knowledge serves as a basis for improving the curriculum in an Page 14.83.4attempt to more adequately convey such information in the future. Figure 2 Modeling education as a closed-loop feedback controllerThe scope
these two areas into oneseamless package of three twenty hour courses. A certificate is awarded at the successfulcompletion of the program. A letter grade and CEU’s are posted to a permanent NU transcript.Because of the uniqueness of this program, technical management from the company has beeninvolved since inception. An Engineering Manager works closely on curriculum development andthe evaluation of the course and serves as mentor to the participants. Communication betweenfaculty and mentor is ongoing. The company training personnel handle general administrationand scheduling. Continuing Education has a major role in reproducing course notes and classtransparencies as well as its regular support functions. The program has completed its
program in 2007-2008 and was the only community collegerepresentative on the National Academy of Sciences Committee on Workforce Trends in the U.S. Energy and MiningIndustries which released their report in March 2013. © American Society for Engineering Education, 2022 Powered by www.slayte.com Supervisory Controls and Data Acquisition Instructional Materials and Resources for Energy Education ProgramsAbstractThe CREATE Supervisory Controls and Data Acquisition (SCADA) project is an industry driveninitiative brought about by three colleges, working with an industry utility partner. The projectbegan in July 2019 with the goal of integrating 21st century SCADA
, interdisciplinary REUs can help students understand how to transfer thesoft- and hard-skills they learn across other courses and experiences beyond the classroom.Achieving this objective is a matter of configuring REUs to help students see and applyconnections across different learning experiences within the REU context. This paper presents apilot study that assesses how an interdisciplinary summer REU program provided STEMstudents with professional development training. The objective of this experimental programwas to provide educational experiences that allowed participants to integrate soft and technicalskills in an overall biomedical engineering context
Colorado Commission on Higher Education and has published widely in the engineering education literature.Tamara Moore, University of Minnesota Tamara J. Moore is an Assistant Professor of Mathematics/Engineering Education and co-director of the STEM Education Center at the University of Minnesota. Dr. Moore is a former high school mathematics teacher and her research interests are centered on the integration of STEM concepts through contextual problem solving in the mathematics and engineering classroom. She has been developing curricular tools and researching professional development and student learning in this area. Before coming to the University of Minnesota, Dr. Moore received her Ph.D. from
is currently interested in engineering design education, engineering education policy, and the philosophy of engineering education.Dr. John Heywood, Trinity College-Dublin John Heywood is Professorial Fellow Emeritus of Trinity College Dublin- The University of Dublin. He is a Fellow of ASEE and Life Fellow of IEEE. he is an Honorary Fellow of the Institution of Engineers of Ireland. He has special interest in education for the professions and the role of professions in society. He is author of Engineering Education. Research and Development in Curriculum and Instruction. His most recent book is The assessment of learning in Engineering Education Practice and Policy. IEEE Press/Wiley
Paper ID #17085Arduinos and Games: K-12 Teachers Explore Computer Science (Evalua-tion)Dr. Andrea Carneal Burrows, University of Wyoming Dr. Andrea C. Burrows received a Curriculum and Instruction: Science Specialization research Ed.D. from the University of Cincinnati, M.S. in Science Education from Florida State University, and a B.S. in Science Education/Biology from the University of Central Florida. She is an assistant professor in the Department of Secondary Education at the University of Wyoming, where she teaches courses in science methods, pedagogy, and research. Dr. Burrows also creates, implements, and evaluates
) at the Polytechnic campus recently restructured theircurriculum to provide flexibility for the curriculum to introduce emerging technologies to theirstudents on an ongoing basis by partnering with the industry partners. This paper outlines thelaboratory activities as an example to be included into the existing curriculum for the BS degreeseeking students in the Electronics Engineering Technology program.2. Sample Laboratory ApplicationsIn this Section we discuss laboratory experiments that can be easily implemented in aninstrumentation USB laboratory using FTDI products. These experiments will provide a studentin-depth understanding of various USB concepts.LAB1 – USB to UART Converter (single-port)Serial (COM) ports are all but obsolete in
Based UnitsIntel Education informs that:Authentic project work puts students in the driver's seat of their own learning. Itis important that instructors take advantage of curriculum developed by teachersin a large collection of Unit Plans that integrate technology. Models ofmeaningful classroom projects that integrate instruction in thinking skills alongwith tools and strategies for developing one’s own exemplary technology-supported learning are always encouraged. They focus on three areas:1. It is important to learn how project-based units can effectively engage students in meaningful work and promote higher-order thinking.2. It is necessary to see how questions and ongoing assessment keep project work focused on important learning goals
graduation) is double among transfer studentscompared to students who entered as freshman. Consequently, transfer studentsdisproportionately lack the family knowledge resource necessary to form realisticexpectations. Researchers have shown that students successfully navigate through transfershock when they are more transfer ready. Transfer readiness is impacted by counseling,advice from students and faculty, and an understanding of the academic requirements of thenew institution [11]. Another prominent factor impacting students’ success in four year completion aftertransfer is integration into the social aspects of the new institution. This social integrationincludes participation in clubs, organizations, and events of different cultures
publication appear on the journalwebsite in pdf format, and are accessible for the public to view and download at no charge. To provide oversight of the technical content and relevance of published work, articlessubmitted for publication in the journal undergo a unique review process consisting of two highschool student/teacher combinations (including math, science, and English teachers), and by anindividual from academia or industry who demonstrates expertise in the associated field. Thestudent/teacher combinations serve as sources for judging the impact the submitted content mayhave on stimulating self-motivated learning and its usefulness for integrating within theeducational curriculum. Thus, an opportunity exists for students to understand
time. Thecoffeemakers are all different brands and models so that any collaboration between groups is asharing of techniques and general information, not an easy way out of doing the work (cheating).A common difficulty faced by students here is transferring knowledge and skills acquired inother projects and classes to this project, which is in a different subject. Yet the integration ofsubjects is inherent in the complex environments the student intends to work in aftergraduation.20 The ability to understand dynamic complexity is widely regarded as the primaryoutcome of systems thinking.24 The impact of changes in one part of a system on the entiresystem is vitally important to successful operations. As noted earlier, the interaction of
outcomes fromthe professional plan, it is necessary to provide students with the opportunity to acquire tools andskills, as well as technical competency5.The ability of ME graduates to successfully design, conduct and analyze experiments is one ofthe skills integrated across the ME curriculum, and is demonstrated in the execution of multiplelab experiences in senior lab courses and of the senior capstone design course. Beginning in thefreshman year, students are provided with opportunities to acquire experimental, analytical andmodeling tools and skills, and to develop effective means of communicating the results of theirwork. In an analogous fashion to the capstone design project providing a measure of thestudents’ ability to perform a design
alarge increase in the use of small motors, not only for mechanical driving but also for control andother specialty purposes. Energy conversion courses, as measured from available texts, have notkept up with the rapid changes. The result is a course which has lost its relevance to manyspecialty areas of electrical engineering and one that has failed to keep up with the changes in theway machinery is used in society [2].MOTIVATIONThe consequence has been predictable. The last few decades have seen a continued reduction inthe number of schools requiring an energy conversion course. In the late 70's, energy conversionwas still a required course in a model electrical engineering curriculum [3]. Since then thenumber of schools requiring a course in
, it isproposed that similar energy savings are possible in a wide variety of industries for which certaincriteria are met. Criteria for successful implementation are proposed, includingrecommendations for changes to both industrial and educational paradigms that perpetuate sub-optimal system designs and implementations. Possible changes to existing curricular structuresare explored, and recommendations for an integrated, multidisciplinary curriculum are proposed.IntroductionOne of the most significant challenges facing humankind today is that of energy. Engineers andscientists of every stripe have been challenged to address the world's energy needs. Thoughthere is a great deal of excitement and public attention focused on alternative energies
enhancing with the securitycomponents in the last few years.This paper is organized as follows: section 1 as an introduction to discuss the general securityeducation curriculum, section 2 discusses the different stages of security proficiencies theinstructor can teach the students, section 3 talks about the engineering courses that can havesecurity education components, section 4 gives a detailed treatment of security materials inseveral engineering courses, and section concludes the security education with future efforts.2. Stages of Security Proficiency for the Students Page 11.1109.3Though security education has aroused widespread interests and the
Verne Abe Harris, PhD, CSIT Arizona State UniversityAbstractIndustry professionals from organizations such as Motorola, Intel, Boeing, and Honeywellparticipated in a needs assessment survey through the IDeaLaboratory at Arizona StateUniversity to determine the innovation needs of today’s industrial organizations.1 The model ofthe IDeaLaboratory follows the Polytechnic campus outcomes of Pasteur’s Quadrant –– appliedresearch.2 Students become an integral part of the innovative thinking, discovery, learning, andassessment processes, because they become engaged in the design and technology research andsolutions, just as they would in a corporate or government working environment. TheIDeaLaboratory is