Conference Session

Advanced Aerospace Student Projects

Collection

2011 ASEE Annual Conference & Exposition

Authors

Narayanan M. Komerath, Georgia Institute of Technology

Tagged Divisions

Aerospace

as well, so that the spread in the class grade distribution became quitelarge. As the above assignment started (after Drop Day, which comes past the middle of thesemester), there were many questions asked in class about the prospects for supersonic flight.One feature of the final reports is that even the students who did not pay much attention to theassignment, actually did some exploration and rationalization regarding hydrogen-fueledsupersonic airliners. The best assignments reflected superlative independent thinking andexploration, (“superlative” is not defined as “agreeing with instructor!”). Before going into theirown approach they sought and found relevant references from the literature and actually readthrough them to a good level of

Conference Session

Modeling and Problem-Solving

Collection

2011 ASEE Annual Conference & Exposition

Authors

Morris M. Girgis, Central State University

Tagged Divisions

Educational Research and Methods

’ feedback and reflection on the pre-test and initial knowledge and skills.2. Review and Explain the concepts needed for problem- Preparing students andLecture Session solving. The lecture is based on the pre-test keeping them motivated results and students’ feedback.3. Laboratory Session Assemble and measure one-spring-beam Engaging students in under loading to experimentally determine hands-on activity system behavior and compare results with estimated analytical values.4. Preparatory Students work on simple problems similar to Scaffolding and

Conference Session

What Else do Environmental Engineers Need to Know

Collection

2011 ASEE Annual Conference & Exposition

Authors

Brett Borup, Brigham Young University

Tagged Divisions

Environmental Engineering

was equal to the mean weight assigned by each of theother groups was equal was tested using the twosample t test at the 95% confidence intervalNo differences were found when comparing weights of the values as assigned by the consultantsand educators. This suggests that educators and consultants values are very similar. It wasfound that between 2 and 4 of the 15 values were determined to have mean weights that are notequal in each of the other comparisons. It is interesting to note that educators’ values aregenerally reflected by the students’ values. The two exceptions to this are the values of “ease ofoperation” and “dependability of the process

Conference Session

Rethinking PowerPoint and Other Acts of Communication

Collection

2011 ASEE Annual Conference & Exposition

Authors

Joanna K. Garner, Old Dominion University; Michael Alley, Pennsylvania State University, University Park; Keri Lynn Wolfe, Pennsylvania State University, University Park; Sarah E. Zappe, Pennsylvania State University, University Park; Lauren Elizabeth Sawarynski

Tagged Divisions

Liberal Education/Engineering & Society

literature.25-26 These criteria include having no more than twolines for the sentence assertion headlines, supporting those headlines with relevantgraphics, and having as few words as possible for the bodies of the slides. As shown inTable 2, the average number of words per slide was 19.3, and every slide in the assertion-evidence set had a relevant graphic. Appendix B presents the assertion-evidence slides.Not reflected in this collection is that some of the slides included simple animationswhich took the form of presentation of additional details of graphics on nine of the tenslides (the animations followed the choice of “Appear,” which the assertion-evidenceliterature recommends). In developing the topic-subtopic slides, we followed the

Conference Session

Capstone and Senior Design in Engineering Technology: Part II

Collection

2010 Annual Conference & Exposition

Authors

William Leonard, Rochester Institute of Technology; Robert Merrill, Roch Inst of Tech; Elizabeth Dell, Rochester Institute of Technology

Tagged Divisions

Engineering Technology

more infusion time. Opportunities for students to try alternate approaches to problem solving with a fresh start each time. Lets students experience growth. Enhances opportunities for diversity. 6. The ‘Why? / How? / Prove it!’ concept is more hard-wired into the student. 7. Gives the student more time to ‘pick themselves up and try again’. This offers reiteration and reflection before moving onto the next phase. 8. There are more distinct gradable moments and more refinement in the detail.(Having had personal experience with a traditional senior capstone project both as a studentand an industrial representative for several projects, the author can say without a doubt that thedeficiencies stated in the above sections are real

Conference Session

Special Session: Next Generation Problem-Solving

Collection

2010 Annual Conference & Exposition

Authors

Ronald Miller, Colorado School of Mines; Tamara Moore, University of Minnesota; Brian Self, California Polytechnic State University; Andrew Kean, California Polytechnic State University; Gillian Roehrig, University of Minnesota; Jack Patzer, University of Pittsburgh

Tagged Divisions

Educational Research and Methods

beliefs. Transitional responses reflect a view that, unlike teacher-centered responses, includes students. These responses demonstrate an affective response towardstudents, as opposed to emerging and reform-based responses, where the student is viewed ashaving a critical voice in classroom decisions and construction of knowledge (Roehrig & Kruse,2005). Table 1 represents the number of times each instructor had a response that was coded ineach of the five categories. The top row for each instructor represents responses from the firstinterview or survey and the bottom row represents responses from the second interview - oneyear later. For this paper, shifts in beliefs have been defined as at least three questions codesmoving in the same

Conference Session

Focus on Faculty

Collection

2010 Annual Conference & Exposition

Authors

Daniel Knight, University of Colorado, Boulder; Katie Corner, University of Colorado, Boulder; Beverly Louie, University of Colorado, Boulder; Amber Shoals, University of Colorado, Boulder; Cindy Cabrales, University of Colorado, Boulder

Tagged Divisions

Women in Engineering

. In recent years, the retention rate for women has declined and dropped below the rateat which the College retains men. An analysis of graduation rates in other colleges at theuniversity did not reflect the same pattern, indicating this pattern is specific to the college ofengineering. 62% 60% 58% 56.6% 56% Percent Retention 54.0% 54% Female 52

Conference Session

IE and the Classroom

Collection

2010 Annual Conference & Exposition

Authors

Dean Jensen, South Dakota School of Mines and Technology; Stuart Kellogg, South Dakota School of Mines and Technology

Tagged Divisions

Industrial Engineering

Definitions 0.2 Counting Definitions 0.2 Counting 0 0.0 Distributions Expectations Distributions Expectations Figure 1. Probability and Statistics Concept Inventory Results (2003, 2008) Figure 1 shows results from a campus inventory given in the second semester of aprobability and statistics sequence. Enrollment in the course is predominantly industrialengineering majors. Figure 1 reflects limited understanding of fundamental concepts but thisperformance is neither new nor limited to probability and statistics. There is a significant andgrowing body of research that

Conference Session

Innovative Teaching and Assessment Tools

Collection

2010 Annual Conference & Exposition

Authors

Tristan Utschig, Georgia Institute of Technology; Judith Norback, Georgia Institute of Technology

Tagged Divisions

Educational Research and Methods

own. Second, we have shared part of the engineering oral presentationrubric we created based on executive input. The full version will be shared at the conference.The resulting tool has high face validity: it clearly reflects real world oral communication. Thetool also has high content validity: it is drawn from engineers already very successful incommunicating in the workplace. Third, we have described the supplemental teachingguidelines that define the rubric items in more detail and provide information on how to helpstudents improve their oral presentation skills. Many engineering faculty would like to includepresentation skills in their courses. Often they and their teaching assistants recognize the neededskills without necessarily

Conference Session

Aerospace Technical Session

Collection

2010 Annual Conference & Exposition

Authors

Roger Forsgren, NASA Headquarters; Lauren Miller, NASA Headquarters

Tagged Divisions

Aerospace

generation.NASA APPEL “Seven Axioms of Good Engineering (SAGE)” course:NASA has learned tragically from its own past that engineering accomplishments require morethan good technical skills. They require a strong dose of engineering wisdom, as well. Suchwisdom is gained by appreciating historical achievements and understanding past mistakes. Asthe Scottish author, Samuel Smiles once wrote: “We learn wisdom from failure much more thanfrom success. We often discover what will do, by finding out what will not do; and probably hewho never made a mistake never made a discovery.”1The Seven Axioms of Good Engineering course takes a reflective look at numerous case studies,both from within NASA and the outside world, to discover where the root causes of most

Conference Session

Technological Literacy and K-12 Engineering

Collection

2010 Annual Conference & Exposition

Authors

Rene Reitsma, Oregon State University; Paul Klenk, Duke University; Malinda Zarske, University of Colorado, Boulder; Jacquelyn Sullivan, University of Colorado, Boulder

Tagged Divisions

K-12 & Pre-College Engineering

ofthe authors and do not necessarily reflect the views of the National Science Foundation.Bibliography1. Baeza-Yates, R., Ribeiro-Neto, B. (1999) Modern Information Retrieval. ACM Press, Addison Wesley, Harlow, UK.2. Blumenthal, D. (2003) Evaluation Approaches for a K-12 Digital Library Collection. WGBH Educational Foundation. Boston. MA. Available: http://eduimpact.comm.nsdl.org/evalworkshop/blumenthal.doc. Accessed 12/03/2008.3. Breen, C. (2008) Review: NetTrekker. MacWorld.com. Available: http://www.macworld.com/article/134787/2008/08/nettrekker.html. Accessed: 12/03/2008.4. Cunningham, C.M., Hester, K. (2007) Engineering is Elementary: An Engineering and Technology Curriculum for Children. Proceedings, ASEE

Conference Session

Design in the First Year

Collection

2010 Annual Conference & Exposition

Authors

Michael Pacella, University of Maryland, Baltimore County; Taryn Bayles, University of Maryland, Baltimore County

Tagged Divisions

First-Year Programs

inexpensively and efficiently build something toaccomplish a set objective given a series of problem constraints. The design project alsorequires students to evaluate and reflect on not only their own work, but the work of theircolleagues in the class as well. The skills of synthesis and evaluation later becomecrucial as students progress through their years as upperclassmen and enter the researchor industrial fields. My own experience in undergraduate research and advancedengineering courses, particularly the senior design course, has clearly demonstrated this. The design project also fosters the development of communication skills in youngengineers. By working in diverse design groups of 4-6 students as part of a discussionsection of ~30

Conference Session

Engineering Technology Progress Reports: Part I

Collection

2010 Annual Conference & Exposition

Authors

Kenneth Stier, Illinois State University

Tagged Divisions

Engineering Technology

- Perspectives from Both Sides of the Assessment Trench, Proceedings ofthe 2007 ASEE Annual Conference & Exposition, Honolulu, HI.6 Mayes, T. S. & Bennett, J. K. (2005). ABET Best Practices: Results from Interviews with 27 Peer Institutions,Proceedings of the 2005 ASEE Annual Conference & Exposition, Portland, OR.7 King, F. G. & Shamsuddin, I. (2003). Imbedding Assessment and Achievement of Course Learning Objectives withPeriodic Reflection, Proceedings of the 2003 ASEE Annual Conference and Exposition. Session 3613.8 Page 15.1280.13 Rogers, G. (2008). Faculty Workshop on Assessing Program Outcomes, Louisville, KY.9

Conference Session

Teaching Technological Literacy - College Courses and Minors

Collection

2010 Annual Conference & Exposition

Authors

Richard Doyle, Penn State University; Richard Devon, Pennsylvania State University

Tagged Divisions

Technological Literacy Constituent Committee

assessmentscollected by the university produced very high scores for the class and instructors and high praisein the comments section. Students are certainly empowered by this process which puts them on asimilar footing with their professors and has them contribute successfully to publicly held wikis.A related use of Google Apps has found similar student responsiveness.36AcknowledgementThe work was supported by the National Science Foundation under award: NUE- 0836669. PIMark Horn, Professor of Engineering Science at Penn State. Any opinions, findings, andconclusions or recommendations expressed in this material are those of the authors and do notnecessarily reflect the views of the National Science Foundation.Bibliography1. Wadha, Vivek, “Integrating Ethics

Conference Session

Importance of Technical & Professional Writing in Engineering Technology Curriculum

Collection

2010 Annual Conference & Exposition

Authors

Peilin Fu, National University; Shekar Viswanathan, National University, San Diego; Ronald Uhlig, National University, San Diego; Howard Evans, National University, San Diego

Tagged Divisions

Engineering Technology

; may interfere occasionally Language or her sentences are with awkward reflects attempt to solid but meaning. (problematic practiced or articulate may lack Problems sentence refined main points, development with writing

Conference Session

Programming for Engineering Students

Collection

2010 Annual Conference & Exposition

Authors

John Baker, University of Kentucky; Vincent Capece, University of Kentucky; Keith Rouch, University of Kentucky

Tagged Divisions

Computers in Education

concatenated into a single video recording using theediting features available in Camtasia Studio.Two of the examples recorded were classical problems found in most textbooks. One was thedevelopment of the Rayleigh pitot-tube relation and its use to determine the test section velocityin a supersonic wind tunnel. The second was the regular reflection of an oblique shock wavefrom a wall.The other two problems supplemented the examples found in the textbook used for this course.The solution for one dimensional flow with friction and a normal shock wave was presented forone of the problems. This illustrated the solution of a problem with multiple compressible flowfeatures. The other example problem considered was the solution of a normal shock wave for

Conference Session

Thermodynamics, Fluids, and Heat Transfer II

Collection

2010 Annual Conference & Exposition

Authors

Mark Patterson, San Diego State University; Christopher Paolini, San Diego State University; Subrata Bhattacharjee, San Diego State University

Tagged Divisions

Mechanical Engineering

(ICCHMT), Guangzhou, China, May 18–21, 2009, pp. 413-418. [5] S. Gordon, F. J. Zeleznik, and V. N. Huff, "A General Method for Automatic Computation of Equilibrium Compositions and Theoretical Rocket Performance of Propellants," NASA, TN D-132, October 1959. [6] B. J. McBride and S. Gordon, "FORTRAN IV Program for Calculation of Thermodynamic Data," NASA Glenn Research Center, Cleveland, OH, NASA TN-D 4097, 1967. [7] S. Gordon and B. J. McBride, "Computer Program for Computation of Complex Chemical Equilibrium Compositions, Rocket Performance, Incident and Reflected Shocks, and Chapman-Jouguet Detonations," NASA, SP-273, 1971. [8] W. C. Reynolds, "The Element-Potential Method for Chemical Equilibrium Analysis

Conference Session

Innovative Curriculum and Practices in Engineering Technology

Collection

2010 Annual Conference & Exposition

Authors

Steven Walk, Old Dominion University; Roland Lawrence, Old Dominion University

Tagged Divisions

Engineering Technology

programs to assess student preparedness, beyond thewritten record of courses taken and grades received, to facilitate or encourage students to make asuccessful transition to their +2 courses. Students typically are given course descriptions andprerequisite skills lists to assess and reflect on their preparedness, then either encouraged tonarrow their skills gaps on their own or be mentored personally by an advisor.One common transition-enhancing practice is the use of a placement exam to demonstrate clearlyfor the student areas and levels of skills weaknesses or „gaps‟ they will need to revisit beforeembarking on their +2 curriculum. The authors know of no coordinated remedial programintended specifically for 2-year transition students and

Conference Session

Mentoring & Outreach for Girls & Minorities

Collection

2010 Annual Conference & Exposition

Authors

Lindsey Jenkins-Stark, Iridescent; Tara Chklovski, Iridescent

Tagged Divisions

K-12 & Pre-College Engineering

(consistent with what was said earlier) minutesso that the majority of the session time (1 to 1.5 hours) is spent experimenting and manipulatingmaterials. Two well established lesson plan approaches are utilized: the Learning Cycles lessonapproach62 and Inquiry-based instruction63. Engineers practice teaching using few technicalterms, real-world analogies and multi-media to ensure understanding for audiences with limitededucation. Engineers learn to use assessment practices such as graphic organizers to ensurefamilies make significant knowledge gains64. Weekly preparation includes a reading assignment,instruction planning and reflective practice. Engineers are observed by Iridescent staff in eachsession and given feedback on how to improve their

Conference Session

Signal Processing Education

Collection

2010 Annual Conference & Exposition

Authors

Robert Santucci, Arizona State University; Tushar Gupta, Arizona State University; Mohit Shah, Arizona State University; Andreas Spanias, Arizona State University

Tagged Divisions

Computers in Education

estimate the acoustic impulse response h(n) from theloudspeaker to the microphone including the reflection paths. A digital replica of the echo signaly(n) is estimated by filtering the received far end signal with estimated AIR w(n) which is thensubtracted from the observed microphone signal. The AEC is usually realized on a digital signalprocessor (DSP) which implies digital-to-analog conversion of the received far-end signal andanalog-to-digital conversion of the microphone signal. Since the echo path is unknown and,moreover, can change during the operation time, the linear filter has to be realized adaptively. Estimated room impulse response 0.7

Conference Session

Assessment & Continuous Improvement in ECET: Part II

Collection

2010 Annual Conference & Exposition

Authors

Jane LeClair, Excelsior College; Li-Fang Shih, Excelsior College

Tagged Divisions

Engineering Technology

, including the impacts of culture, diversity, and interpersonal relations. 12. Demonstrate a commitment and ability to continue to engage in lifelong learning. 13. Demonstrate a commitment to quality, timeliness, and continuous improvement.Direct Measure of Program Outcomes. The primary direct assessment of programoutcomes to determine the level of achievement is through the Integrated TechnologyAssessment (ITA) Capstone. The ITA is the mandatory capstone assessment for all studentsin the program. This assessment requires students to address all of the outcomes of theprogram in a single coherent portfolio document. In preparing the ITA, students reflect onpast academic and professional experiences and develop written narrative statements

Conference Session

Best Zone Paper Competition

Collection

2010 Annual Conference & Exposition

Authors

Michael Hunter, Georgia Institute of Technology; Dwayne Henclewood, Georgia Institute of Technology; Marion Usselman, Georgia Institute of Technology; Mshadoni Smith, Georgia Institute of Technology; Laurie Garrow, Georgia Institute of Technology; Angshuman Guin, Georgia Institute of Technology

Tagged Divisions

Council of Sections

. Figure 1: Intersection Mumble JumbleIntersection Mumble Jumble—Curriculum DetailsLearning ObjectivesAfter this activity, students should be able to: • Demonstrate the chaos and confusion that stems from a lack of any form of intersection control. • Formulate a basic rule for “Level I” control which will be geared towards reflecting the official Level I control in traffic engineering • Understand the primary purposes and fundamental concepts of an intersection. • Comprehend the need to control traffic through an intersection. • Recall the various ways of controlling the flow of vehicle through an intersection. • Analyze traffic conditions at an intersection and select an appropriate method off controlling that

Conference Session

Build Diversity in Engineering Graduate Programs

Collection

2010 Annual Conference & Exposition

Authors

Ram Mohan, North Carolina A & T State University; Ajit Kelkar, North Carolina A&T State University; Narayanaswamy Radhakrishnan, North Carolina A&T State University

Tagged Divisions

Minorities in Engineering

Graduate Education inCSE. "Although it includes elements from computer science, applied mathematics, engineeringand science, CSE focuses on the integration of knowledge and methodologies from all thesedisciplines, and as such is a subject which is distinct from any of them." Figure 1 presents theinterdisciplinary nature of the CSE program, and reflects the view that besides connecting thesciences, engineering, mathematics, and computer science, Figure 1: Interdisciplinary Nature of the CSE Program Page 15.301.5CSE also has its own core of elements that draws together and bridges all these disciplines. Sucha CSE core is made up of

Conference Session

Track 2 - Curriculum and Laboratory Development

Collection

2012 ASEE International Forum

Authors

Yongming Tang, Southeast University; Susan M Lord, University of San Diego

Tagged Topics

Track 2 - Curriculum and Laboratory Development

students takethe same liberal arts requirements as all other students on campus. In most U.S. universities,engineering students take fewer liberal arts courses and thus have standard patterns of 4 years.At USD, about half of the students graduate in 4.5 years, one-quarter in four years (if they camein with advanced placement credit and took summer courses) and the other one-quarter in fiveyears (including students in the Navy Reserve Officer Training Core (NROTC) who haveadditional coursework requirements). The unique BS/BA reflects the USD EngineeringDepartment’s commitment to have students experience “extensive technical education and the Page

Conference Session

Concurrent Paper Tracks - Session II

Collection

2015 ASEE International Forum

Authors

Sigrid -- Berka, University of Rhode Island; Emily Ann Serman, University of Rhode Island; Megan Mercedes Echevarria, University of Rhode Island; Lars O. Erickson, University of Rhode Island; Silke A. Scholz; Anette Geithner

Tagged Topics

International Forum

Out of Poverty as a starting point for the discussion, it focused on creating awareness about the global challenges our society is facing and how to potentially solve them using appropriate and sustainable technologies. The course cut across many technical and non-technical disciplines.In addition, students earned credit for SPA 310: Field Workshop - Cultural visit to Spain orHispanic America. In this parallel course students explored the language and culture of Chile anda variety of important cultural products, practices and perspectives in Chile while also takingtheir Spanish language skills further. They completed a photo-journalistic blog, reacted toothers’ blog entries and created an audio-visual reflection piece. Learning outcomes

Conference Session

Concurrent Paper Tracks - Session I

Collection

2015 ASEE International Forum

Authors

Edward J. Jaselskis, North Carolina State University; Rodolfo Valdes-Vasquez, Colorado State University; Satyanarayana N. Kalidindi; Linda D. Krute, North Carolina State University; Hongling Guo, Tsinghua University; David Comiskey, Ulster University; Dede M Nelson, North Carolina State University

Tagged Topics

International Forum

than perfect grammar and syntax. Studentsneed to know whether their discussions should primarily reflect ideas from lectures and readings,or if they are encouraged to question statements by others or to share their own opinions orexperiences.Another recommendation from the instructional designer was to provide more structured Page 19.32.9interactions with students before initiating the term project. It was recommended that teamsshould be formed earlier in the semester. Each team could be responsible for an activity such asanswering the “questions of the week” and posting their group responses. This would serve twopurposes: it would make sure

Conference Session

Track 1b - Session 1

Collection

2014 ASEE International Forum

Authors

Valentina Cecchi, University of North Carolina, Charlotte; Mona Azarbayjani, University of North Carolina at Charlotte; Brett Tempest, University of North Carolina, Charlotte

Tagged Topics

Curriculum and Lab Development

improved. However, in the designof the solar pv system and generation there was a small percentage (9%) that did not grasp theconcept and 18% got slight improvement. Whereas the rest student’s population had a grasp ofthe concept and this is the population of the students that partook in the competition phase. Theresult of this survey is reflected in the class evaluation shown in Table 1.The construction phase transitioned smoothly as the students had learned about the project ingreater detail at the end of the design phase as indicated in students’ evaluations of Table 2. Ineach area of the construction, professionals were invited to coach students in the execution oftheir design. This was very beneficial in the competition phase because the

Conference Session

Track 1 - Session 2

Collection

2014 ASEE International Forum

Authors

Shankar Muthu Krishnan, Wentworth Institute of Technology

Tagged Topics

Curriculum and Lab Development

, Albuquerque, NM. 2001. Page 20.12.1021. Waples, Lisa M., and Kristina M. Ropella. "University-industry partnerships in biomedical engineering." Engineering in Medicine and Biology Magazine, IEEE 22.4 (2003): 118-121.22. Bresciani, Marilee J. "Overview of Outcomes-Based Assessment Program Review." Outcomes-based Academic and Co-curricular Program Review: A Compilation of Institutional Good Practices. Sterling, VA: Stylus, 2006. 36-37.23. Haddara, Mahmoud, and Heather Skanes. "A reflection on cooperative education: From experience to experiential learning." Asia-Pacific Journal of Cooperative Education 8.1 (2007): 67-76.24

Conference Session

Track 1 - Session 1

Collection

2014 ASEE International Forum

Authors

John Matthew Long, Deakin University; Simon William Cavenett, Deakin University; Eloise Gordon, Deakin University; Matthew Joordens, Deakin University

Tagged Topics

Curriculum and Lab Development

studentevaluations across engineering indicate that students in semester three 2013 were much moresatisfied with the delivery of on-line subjects than they were in semester three 2012.Written comments from students (table 1) also reflected this sentiment. While the use of E-liveis only one of many factors in a student’s experience of an on-line course, we believe that it isa significant one. Table 1: Some Student Comments from the Course Evaluations Subject Student comment 3rd-year Control theory Elive tutorials are ABSOLUTELY ESSENTIAL for this unit to be of any value to the understanding of the theory involved. 3rd-year Concrete Elive tutorials for off campus students were

Conference Session

Track 2 - Session 1

Collection

2014 ASEE International Forum

Authors

Maria Nandadevi Cortes-Rodriguez, University of Maryland, Baltimore County; Renetta G. Tull, University of Maryland, Baltimore County; Miguel Alfonso Nino, Virginia Polytechnic and State University

Tagged Topics

Faculty Development

Page 20.31.6Education Services, and one of their directors served as the moderator for the program. This seminar included students from several disciplines, including 15 STEM students.While the number of STEM “in-person” attendees is small, students who attended the seminardiscussed their opinions with students who did not attend through our “Professors BeyondBorders” online discussion group. The responses from the online discussions reflected thesentiments of the 15 STEM graduate students who attended this seminar in person. Figure1shows that 93% of the participants felt that the seminar gave then important information; inaddition, Figure 2 shows that 60% of the students who attended the seminar gained a morecomprehensive understanding