Page 15.986.14students on getting the correct answer as opposed to their continued focus on partial credit, andPage 15.986.15Page 15.986.16Page 15.986.17Page 15.986.18an opportunity to refresh their memory on what they needed to learn and know. The biggestcomplaint was that they saw it as a “haze” or “to waste our time.” This dealt directly with theconcept of having to repeat the problem set until it was entirely correct.3.6 Assessment by Interview At the completion of CE483 and CE404, interviews were conducted on a range (both ingrade and performance on Problem Set Zero) of students in order to gain their perspective on theoverall Problem Set Zero concept now that they had some time to reflect on CE483 and CE404as a whole. Over ten
-content changes have beenmade to support the new and revised program outcomes. A comparison of the BOK2baccalaureate outcomes and the current BSCE program outcomes (Table 2) is provided in Table4. Some combination, integration, and/or rewording of the BOK2 outcomes was done to betterreflect the emphasis and focus of the program and improve student understanding of the learningoutcomes. As a result, some BOK2 outcomes may not be identically reflected in the programoutcomes. Specific comments are included where differences or changes exist.While not included in this paper, the faculty purposefully linked all outcomes to at least two Page
reflection of the students‘ perception of engineering per se.In order to conduct quantitative analysis of the open-ended results, responses were categorized.Percentage responses in each category were calculated to generate frequencies of responses.Responses from students who provided more than one answer to a question were talliedseparately to report the full range of responses.A second set of entrance and exit closed-ended surveys was administered primarily to assess thestudents‘ engagement or interest and attitudes toward STEM. A copy of this instrument isincluded in Tables 4 - 6.The questions in the closed-ended survey are aimed at discovering thelevel of short term or long term interest, or feelings that respondents hold with regard
the Client Agreement, is to provide access toon-campus facilities and equipment. This has been addressed by developing department charge-out rates for every department that participates in the Incubator program. The hourly charge-outrates reflect the average costs of operating the facility divided by total hours spent in the labs.When voucher money is paid to departments to compensate for access to labs, there is little actualincreased cost to the labs. Voucher moneys paid can be viewed as a new source of revenue for the 6 Page 7.797.6 Proceedings of the 2002 American Society for
professionals inboth classroom and laboratory settings; a seminar series; and discussions of the professionalethics. Here the program is described in general, with detailed descriptions of the series of threeinterdisciplinary courses. Following these descriptions are reflections on the program fromstudents having completed these courses.3. An Overview of the ProgramA graduate certificate program has been developed around the interdisciplinary training program Page 7.1204.3described here. This interdisciplinary graduate certificate program is designed to help educate Proceedings of the 2002 American Society of Engineering Education Annual
Society for Engineering Educationamong experiences. For example, the image of a global engineer as someone capable ofoperating and executing different functions across cultural and national borders and dealing withdifferent customers challenge engineers in different ways. Actually, this image has already beenproposed by a major engineering employer (Boeing 1997) and endorsed by many engineeringsocieties, as reflected in the main themes of recent professional conferences.Images materialize in concrete practices and processes when those challenged by the images(executives, managers, engineers) agree to allocate and redirect resources (people, money,assets) to specific ends. For example, the image of globalization as that of competition
is available on-line at http://www2.hmc.edu/~dym/EngrngEd.html (1999). 8. Perrenet, J.C., Bouhuijs, P.A.J. & Smits, J.G.M.M., “The suitability of problem-based learning for Page 7.15.12 engineering education: theory and practice.” Teaching in higher education, 5(3), 345-358 (2000). Proceedings of the 2002 American Society for Engineering Education Annual Conference & Exposition Copyright © 2002, American Society for Engineering Education9. Kolmos, A., “Reflections on project work and problem-based learning.” European Journal of Engineering Education, 21
along these hints for successfulteaching.6 The teaching hints, which can be categorized into four areas - organization,preparation, practice, and rapport - were developed after review of the journals7 and thediscussions of common experiences at their respective universities during the year followingETW. The journals not only recorded each member’s thoughts (material, methodology,perceptions, attitudes, etc.) as the week progressed, but also provided insight into possible hintsfor successful teaching. ETW is about learning and practicing new skills, internalizing methodsfor successful teaching, and developing as teachers during the week. The journals served as avehicle for reflecting about this developmental process. The hints listed in the
unless you wanted it completely open ended • Chemistry of the photovoltaic cell to show energy conversion • Trouble shooting e-mail source. i.e.: what if wires come unhooked? Duct tape? • AV • Catalogs and price lists • Post assessment • More real life applications • Alternative car types other than Legos • Not with out using it in class • Video on solar technology • Post assessment journal writing to record their thoughts/ideas and process; have students reflect during this processDo you cover the topics of the ETK in your classes? • Doesn’t everyone cover renewable resources? • 13 answers of Yes o Technology classes (6-8), energy, conservation of energy, friction, from a math
other than studyingwhile other students in other majors seem to have plenty. It was assumed that students who were willing to live this life and wanted to be anengineer had a well developed understanding or definition of engineering. When the students ofthis study were asked to reflect back and discuss these definitions we found that most studentssimply did not know what an engineer does. This is interesting because these students havestated that they wanted to be an engineer. For example, Anthony was asked what is yourdefinition of an engineer; Anthony replied, "I don't know if I really have a definition." Manystudents just don't know. For many students we heard comments that were very similar tocomments made by Rachel, who said "I
comments listed on the observation form completedby the classroom teachers. These comments were used as part of the overall software assessmentand reflect both the positive and negative aspects of the software and its use. The fourth gradeteacher returned only a single email response to the software instead of the standardizedobservation sheets.Grade 1 Teacher Comments: • “The software is very engaging. The vivid colors and animation make it an environment that the students really want to explore. They like the ability to turn the music on and off since some students work better with noise and others work better in quiet.” • “Some of my students had trouble logging on to the software when they first started. Once I showed
prepare them forreal-world industry experience, or perhaps for engineering Capstone programs. Indeed, recentresearch makes this argument, that college engineering Capstone programs would be even moresuccessful if students were exposed to project-based learning earlier in their schooling.18Despite the ambiguity that often occurs in open-ended, project-based assignments, we learnedfrom students and our reflections that instructors should do the following to minimizeambiguities: • Provide a clear time-line of expected deliverables and due dates. • Provide grading criteria up front. • Make available numerous examples of each deliverable. • And provide regular, substantive feedback throughout the process
participated in, werecompared between engineers and non-engineers in an effort to investigate whether engineeringand non-engineering students show differential rates of participation in Tech to Teaching. Thiscount of semesters in which students participated reflects a count of any semesters in which theyparticipated in one or more Tech to Teaching activities. The activity count is a count of the totalnumber of distinct Tech to Teaching activities in which they participated. Page 22.32.21 Figure 10. Count of semesters in which students participated – all Tech to Teaching students
useexperimental data to validate or rejecttheir hypotheses. In the assignment as Figure 1: Raw (R) and hardboiled (B) eggs after 24well, higher-level questions that hours of incubation in water (1), syrup (2) and energyelevate the critical thinking skills of drink (3).the students were given. For example,students were asked to explain why boiled and raw eggs behaved differently in transportingsolutions (Figure 1)? Answers should have reflected on the concepts of permeability and proteindenaturation at elevated temperatures. In their assignment too, students were asked to quantifythe diffusion across the cellular membrane as well as the ionic strength concentration of the innerenvironment of the egg using Fick’s law. Based on their
challenge the status quo.Primary Traits: A passing submission for this criterion must: 1. Describe the situation or current mode of operation (status quo) and perceived constraints. 2. Present one or more questions that challenge the status quo. 3. Explain how each question is a challenge to the status quo.Potential Artifacts: reflective essay, blog, journal, presentationAdditional Information: 1. Common approaches to this type of questioning include asking “Why?”, “Why not?”, and “What if?” For example, “Why is program accreditation done every six years?” 2. It can be helpful to imagine an opposing situation or viewpoint. For example, “What if program accreditation was done by employers rather than agencies
), with little effort required, is developedthrough practice. The Instructional Implications section of this paper presents ideas on how thisknowledge can be developed for thermodynamics.Conditional Knowledge Conditional knowledge refers to students’ knowledge of the situations in which particulardeclarative or procedural knowledge should be applied.4,31 This knowledge reflects the students’awareness of when, where, and why other knowledge should be used, and this awarenessunderlies cognitive control during problem solving. That is, a student who knows the conditionsunder which some other particular knowledge should be used is positioned to recognize thoseconditions when they are encountered and, consequently, select the appropriate
speak out about science, Journal of Research in Science Teaching, 32 (1), 3-27.[8] American Association of University Women Educational Foundation. (2000). Tech-Savvy: Educating girls in Page 15.735.15 the new computer age. Washington, DC: Author.[9] American Association of University Women Educational Foundation. (2004). Under the Microscope: A decade of gender equity projects in the sciences. Washington, DC: Author.[10] Resnick, M. & Silverman, B. (2005). Some reflections on designing construction kits for kids. Proceedings of Interaction Design and Children conference, Boulder, CO.[11
indicators shows that they are mostlyeconomic, social or health oriented and few such measures have science and/or engineeringcontent. Further, while they may reflect some degree of progress toward desired ends, theyreflect little or no cause. Therefore, this suggests that the indicators give little information aboutcause and effect of the intended development, but represent aggregated results in a way as to notbe readily identifiable with pertinent inputs. In the search for engineering excellence in pursuit ofeconomic growth and sustainable development it is believed that indicators should containfactors that are more cause and effect related.Few direct measures of the science and engineering exist throughout the continent. Therefore, notonly is an
reflective behaviour thatis at the heart of the liberal endeavour. But they also illustrate how complex thebehaviour of groups, let alone individuals is. It is consoling, therefore, to find that manyyears after these relatively simple pieces of qualitative and quantitative (survey) research,(with the odd bit of psychometrics thrown in), and all its limitations, the researchpublished since 1990 particularly in the US persuaded Pascarella and Terenzini “morethan ever that students’ in- and out-of-class lives are interconnected in complex ways weare only beginning to understan.”[40, p 603].Notes and references[1] The description given here is simplified
the amount of faculty workload in, teaching and research8. Althoughvariation in faculty workload between teaching and research is healthy for ensuring qualityeducation in the classroom, as well as quality research productivity, variation in faculty rewardsdoes not reflect this variation in faculty workload8, 9, 10. When compared to the typical,quantitative reward system for research, which is based on funding and publication productivity,evaluation of teaching is difficult because of its qualitative and subjective nature and is oftenlimited to student course evaluations despite other available evaluation methods1, 4.In addition, „balancing‟ is an elusive and subjective concept. The balance between teaching andresearch can be defined and
method atthe appropriate time. Understanding the pros and cons of the lecture method is a helpful startingpoint.Lectures have a number of characteristics that does make them, for the right subject matter,desirable in the classroom (14) .It does, to a great extent, depend on the abilities and experience ofthe lecturer. An able and committed lecturer can accomplish the following: 1. Relate the material proficiently and effectively, in a manner that reflects lecturer’s personal conviction and grasp of the subject matter; 2. Provide students with a thoughtful, scholarly role model to emulate; 3. Supplement the subject matter with current developments not yet published, or interject lecturer’s own views derived from his/her own
Explain/Elaborate Question-Answer zoning out Look/Attend Justify/Reason Reciprocal teaching Underline/Highlight Connect/Integrate Argue/Challenge Gesture/Point Answer Questions Collaborate Summarize Reflect/Predict Peer tutoring Paraphrase Self-monitor/Regulate Monitor/Feedback Manipulate tape Compare
success that resonate with faculty and instructors.These approaches help transfer knowledge, skills, and attitudes about teaching and learningamong engineering faculty.Improving Quality of Teaching and LearningA key goal of Wendt Commons’ re-organization is to improve the quality of instruction Page 22.817.13across all departments and programs. This process is expected to be continuous anddynamic, reflecting the shifting technological and pedagogical landscape, as well as the ever-evolving needs of faculty as they embrace new and innovative methods.An essential starting point was to define quality as it relates to the teaching and learningexperience
Isometric sketching accuracy and ability.On-Going Plans and ChallengesThe curriculum used in the ASV seminar concentrated on skills which are frequently used inCAD (e.g., isometric views, rotation, reflection, Boolean operations). A sample of civil andmechanical engineering freshmen who took a CAD course in Fall 2010 will re-take the PVST:Rin Spring 2011 to see if there has been any improvement in performance. If so, the CAD classesmay be an excellent place to integrate spatial visualization instruction into the existing content.Incoming freshmen for the 2011-12 school year will be given the same PVST:R during Summerorientation to gather additional data about student skill level.The most significant challenge faced in the USC implementation was low