manager’s blog [20]reported US$3.98 per LoC for a traditional programming design team that he personally servedas the design architect and manager. Several other studies [19] report software development costsranging from $5-100 per LoC. Lines of Code written per student 2500 2000 1500 LoC 1000 500 0 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017 2018 2019 YearFigure 2: Average student output for a semester-long effort for 2007-2019Changes in the course’s design requirements are reflected in Figure 2. For example, the designrequirements changed only
’ pre- and post SBST and PRVT:R test scores to further understandhow students’ strategies may be related to improvement in score performance and developmentin spatial skills over the course of the semester. The latter can help make informed decisionsabout which of these strategies to reinforce in future iterations of the course.ReferencesAdams, R., Punnakanta, P., Atman, C. J., & Lewis, C. D. (2002). Comparing Design Team Self- Reports with Actual Performance: Cross-Validating Assessment Instruments. American Society for Engineering Education Annual Conference & Exposition.Adams, R. S., Turns, J., & Atman, C. J. (2003). Educating effective engineering designers: The role of reflective practice. Design Studies, 24(3), 275–294
Civil Engineering Capstone Design which exposesthe senior engineering students to real-world design challenges reflects experiences students willface as professionals, benefiting those who plan to pursue engineering careers after graduation.Exposing students to both the UN Sustainable Development Goals and the Envision RatingSystem aligns with both the ASCE BOK and ABET criteria requiring engineers to understandthe importance of sustainability within their designs. The Capstone Design projects examinedwithin this study are all infrastructure projects which did not address all of the UN SustainableDevelopment Goals, but they did address eight out of the seventeen. With the addition of theEnvision Rating System students learned to think beyond
, a software component, and several workbook pages. The modules are asfollows: • Surfaces and Solids of Revolution • Combining Solids • Isometric Drawings and Coded Plans* • Orthographic Drawings* • Folding Flat Patterns • Rotation of Objects about One Axis* • Rotation of Objects about Two or More Axes* • Reflections and Symmetry • Cross-sections of SolidsOf the nine modules listed above, there are four sketching intensive modules (marked with anasterisk) that involve the use of manipulatives (snap cubes). Sketching modules require studentsto build an indicated shape and sketch it from a different perspective. Research suggests that thisprocess of sketching and handling physical objects is important to
, configuring and designing structural elements and systems for abuilding from beginning to end of the design. Figures 4 - 8 provide one example of the design,review, and resubmittal process that occurred between the faculty and student team duringARCE 226. The submittals reflect the conceptual development of a building design and itsstructural solution refined over advancing stages of a project. Figure 4: Submittal 1a – 3D drawing of original building formFigure 5: Submittal 1a – Representative Framing plans for 3D structure shown aboveFigure 6: Submittal 3a – Refined Framing plans Figure 7: Final Submittal – 3D Framing Figure 8: Final Submittal – Representative Framing PlansThe noted advantages of using Bluebeam for the
inFigure 8a and b, respectively. Students in Group B were substantially more confident inunderstanding the project geometry compared to Group A, which was reflected in theirrespective scores on the problems. A total of 79% of students in Group B noted they eitheragreed or strongly agreed that it was easy for them to understand the geometric parameters. Only37% of students from Group A found it easy (agreed or strongly agreed) to comprehend theproblem by having access to 2D model. The survey also showed that Group B participants werequite confident in their understanding, despite many of the students making minor errors inunderstanding the nailing details in the problem. (a) (b)Figure
] describes a subject guide included a list of print standard sets in thecollection and links to licensed and public standards indexes, including the aggregator throughwhich a patron could request an item. Dunn and Xie [13] mention a library guide about standardsin their case study. Kozak [10] describes creation of a list of standards in the collection oravailable through an on-demand aggregator for internal use. There are clearly a variety ofmechanisms used for outreach to patrons and library colleagues, which likely reflect thecommunication modes familiar and available to each library.Academic libraries’ various approaches to providing information about and access to standardsdocuments will likely continue to proliferate. While the engineering
include clustering, geneticalgorithms, and hill climbing optimization. The latter is the approach we take.2.1 ClusteringClustering algorithms can be used to group data using some measure of similarity. They work by groupingpoints which are close together into the same clusters. In common approaches such as k-means or fuzzyc-means clustering, this is done by repeatedly assigning points to clusters based on cluster centroidsand updating cluster centroids to reflect the newly assigned points until convergence. This approach iscomputationally efficient, but poses some challenges. Clustering algorithms are inherently designed togroup similar points together, which limits these algorithms to producing homogeneous groups. And whileclustering algorithms
Society for Engineering Education, 2020 Improving STEM Education by Analyzing the Design of a BottleAbstractSTEM education for students is an essential aspect of today’s education since it leads to greaterdevelopment in the modern world and more technological achievements. Achieving this sort ofeducation can be done by performing an engineering analysis to determine the volume content ofa wine bottle. The project conducted here was to determine the volume of a wine bottle bymeasuring it at various points and using mathematics to perform this real-world analysis. Itsobjective is not only to reflect on what was done but to introduce it as a STEM-related project toencourage new growth within the STEM fields. There was also extended reasoning
students to reflect on how useful ClassTranscribe was for learning, preparing examsand working on assignments. Students reported favorable and similar utility in all threecategories (see the Lickert results presented in Fig. 5). Only one respondent chose “Not at alluseful.” Figure 5. Survey responses to the utility of ClassTranscribe for learning, preparing for exams and working on assignments in a bioengineering sophomore required laboratory course. Note for comparative visualization purposes, we conservatively represent “moderately useful” as a neutral response.These results are congruent with the survey results from earlier surveys in ECE and CS coursesthat have larger sample sizes which we report in the next section.The
reviews are to be used by your instructor as an aid in determining your individual and group teamwork scores. Do not discuss how you have scored each other. Confidentiality is needed to ensure scores reflect performance and not personal relationships among team members. CATEGORY 4 3 2 1Working with Others Almost always listens to, Usually listens to, Often listens to, shares Rarely listens to, shares shares with, and shares, with, and with, and supports the with, and supports the supports the efforts of supports the efforts of
/accreditation-criteria/criteria-for-accrediting- engineering-programs-2020-2021/. [Accessed: 10-Jan-2020].[13] C. F. Murphy et al., “Sustainability in Engineering Education and Research at U.S. Universities,” Environ. Sci. Technol., vol. 43, no. 15, pp. 5558–5564, Aug. 2009, doi: 10.1021/es900170m.[14] D. Nieusma, “‘Sustainability’ As An Integrative Lens For Engineering Education: Initial Reflections On Four Approaches Taken At Rensselaer,” presented at the 2009 Annual Conference & Exposition, 2009, pp. 14.1386.1-14.1386.16.[15] G. Catalano, “Modeling Nature: Green Engineering For A Sustainable World,” presented at the 2010 Annual Conference & Exposition, 2010, pp. 15.881.1-15.881.10.[16] J. L. Aurandt and E. C. Butler
Center 5. Continue the engineering specific tutoring and provide the engineering cohort leadership opportunities and a community in which they feel they can belong. 6. Create a programmatic pre-engineering track. This material is based upon work supported by the National Science Foundation under Grant No. DUE-1832553. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation. Approved by the City Colleges of Chicago IRB (IRB2018007). 11[1] T. D. Holmlund, K. Lesseig, and D. Slavit
judges. We provide tablets, orjudges can use their phones or other electronic devices to rank and score the pitches. The scoresremain hidden during the competition. With anonymity guaranteed, the judges are unafraid touse the entire range of the scoring card: 1 - 10. The scoring form not only lists the category, butalso a small explanation reminder to enable consistent scoring. A score of 10 reflects the highestachievement. The team can get a maximum score of 50. There are five overall categories toevaluate the delivery and content of a pitch. • Presentation: verbal, non-verbal and ownership of the pitch. A “read straight from the script” situation is valued at the lowest score of 1; on the other end, a true “evangelist
engineering design to produce solutions that meet specific needs with consideration ofpublic health, safety and welfare as well as global, cultural, social, environmental and economicfactors [2].” Applying these criteria into the Civil Engineering Capstone Design which exposesthe senior engineering students to real-world design challenges reflects experiences students willface as professionals, benefiting those who plan to pursue engineering careers after graduation.Exposing students to both the UN Sustainable Development Goals and the Envision RatingSystem aligns with both the ASCE BOK and ABET criteria requiring engineers to understandthe importance of sustainability within their designs. The Capstone Design projects examinedwithin this study are
of the students at ASU, though some students there were also challenged by them.It may be desirable to introduce more features to customize the level of the exercises to differentstudent populations and to give instructors more flexibility on which levels they can choose toassign. Such adaptations will be explored in future work.The biggest differences between institutions appeared to be on the preference between CircuitTutor and other options, which may reflect the use of different electronic homework systems atdifferent institutions. For example, WileyPLUS is used at ASU and Pearson’s Fig. 5. Results of an end-of-semester survey at three different institutions in Fall 2019 covering the entire Circuit Tutor system (not just the topics
know has a correct answer,and I think this made a big impression on the students.”These issues reflect the underlying challenges and misconceptions of the scientific method forstudents who are new to research. Because students are typically given close-ended problems intheir high school courses, where there is a specific “right” answer, it is difficult for them tounderstand that most real life applications of engineering and science are open-ended and thatmultiple solutions can produce the same result. This has been evident in prior research [15],showing that restricted lab procedures in high schools frequently result in moderate learningprocesses, as students do not spend adequate time in sense-making (i.e. making sense of orgiving meaning to
course evaluation comments. These comments came at the end of thefall semester of 2019.Most negative comments reflect the students’ desire to spend less time in lecture in general andmore time on their projects, as exemplified by the following two comments copied from thecourse evaluation. I extremely disliked the lectures and the other assignments and readings for this class. They were pointless and a waste of my time. I just wanted to work on my senior design project and the other assignments and readings for this course took up time I could have spent on my project. I thought the first portion of book club was helpful, but the latter seemed a little unnecessary. Rather than having a bunch of presentations, I
students to be mentored towards pursuing graduate degrees. The remainder of thepaper will discuss respondent demographics and present comparisons and analyses based ongender identities of the surveyed students in the California State University, Fresno. Note that inthe year the survey was conducted, California State University, Fresno graduated 33 femaleengineering undergraduate students and employed 5 female tenured/tenure track faculty,reflecting a ratio essentially the same as the national ratio.Respondent demographics and survey response ratesOver the course of the 2018 - 2019 academic year, students of all genders enrolled in sixteendifferent departments from four colleges across California State University, Fresno and graduatesof these
wouldreinforce the importance of the concept. And, third, it could be used by the instructor to leaddirectly into in-class coverage of how that concept relates to the current course.The final comment is from a student who did not understand the purpose. MC300 and MC364cover statics and mechanics of materials. Most review problems relied on content from thesebecause understanding how fundamental mechanics principles apply to the design of steel orreinforced concrete structures is vital. This comment reinforces that the explanation for why thetopics are being reviewed must be made clearer and more effective on the assignment and inclass. The frustration with point values is an ongoing challenge. Points assigned to problemsshould reflect their difficulty
growing body of research that supports the belief that academic courses about appliedethics and the social implications of technology are not effective in increasing ethical knowledgebut rather knowledge and awareness is discovered and acquired during the years of educationand training [14], [2]. A key purpose of the NSPE code of ethics is to engage the members towork and behave according to the principles of the association and to protect the organization’sinterests [14].With experience practitioners acquire both knowledge about ethical issues and better strategiesfor working through ethical problems [12]. The survey results might reflect a lack of trainingand experiential learning in the practice of engineering as well as a need for greater
WIMP51 instruction set andcreate a fully functional WIMP51 variation [1]. This exercise provides them a deeperunderstanding of how a microprocessor instruction set is related to its functioning. The 8051 microcontroller family is an outdated technology. New and fastermicroprocessor technologies have been developed including AVR, PIC and ARMmicrocontrollers. Universities have shifted toward teaching these faster microcontrollers. TheUniversity of Texas A&M has updated its curriculum to study ARM-based microcontrollers [3].Savannah State University has transitioned to use advanced PIC controllers in its microcontrollercurriculum [4]. To reflect the progressive industry trend, Missouri S&T has also updated itsmicrocontroller
regard, case study researchers collect the maximum amount of informationavailable to them with the intent of theorizing or hypothesizing about the phenomenon. Merriam(1998) maintained that case studies are interpretive in that they draw upon descriptive data theinvestigator uses to develop conceptual categories that in turn illustrate, support, or challengeexisting theoretical assumptions held prior to the data collection [19]. The primary data-gathering strategies employed were participant observation of project activities over a two-yearperiod. Participant observation optimizes the research team’s access to data, often through directparticipation and observation of AGEP project events, analysis of related institutionaldocuments, and reflection
to study knowledge assessment, problem solving, andmetacognition in engineering students.AcknowledgementsThis research was funded by the National Science Foundation awards (PI: Aqlan) #1711603 and#1830741 and supplements #1811284 and #1905680. The authors would like to thank all membersof the research group for their contributions. Any opinions, findings, or conclusions found in thispaper are those of the authors and do not necessarily reflect the views of the sponsor.References[1] Aqlan, F., and Alfandi, L. “Prioritizing process improvement initiatives in manufacturing environments,” International Journal of Production Economics, 196, 261-268, 2018.[2] Spak, G.T. “US advanced manufacturing skills gap: Innovation education solutions,” In
concepts for the first time. Therefore, it was necessary to: (a) use a familiar context such as a food stand with which most students have some experience with; and, (b) keep the complexity level of the system relatively low to focus on learning database-related concepts rather than on understanding the underlying dynamics of a com- plex system/simulation. For advanced database courses, it is recommended to use contexts with more complex entities and relations that may not have simple visual representations (e.g., database design for human resource management or medical records). This would further enhance how the I-SBL module reflects a future professional context.This paper presents a first attempt to develop
recommendationsexpressed in this material are those of the author(s) and do not necessarily reflect the views ofthe National Science Foundation.References[1] T. G. Duncan and W. J. McKeachie, “The making of the Motivated Strategies for Learning Questionnaire,” Educ. Psychol., vol. 40, no. 2, pp. 117–128, 2005, doi: 10.1207/s15326985ep4002_6.[2] R. H. Liebert and L. W. Morris, “Cognitive and emotional components of test anxiety: A distinction and some initial data,” Psychol. Rep., vol. 20, pp. 975–978, 1967.[3] R. L. Matz et al., “Patterns of gendered performance differences in large introductory courses at five research universities,” AERA Open, 2017, doi: 10.1177/2332858417743754.[4] B. King, “Changing college majors: Does it
faced by our society. The springer sequence is just the beginning of the student’s civil engineering journey at Clemson. Additional changes during the junior and senior years are designed to keep students engaged while reinforcing both oral and written communication concepts and use of civil engineering tools such as CAD. Acknowledgement This work was supported through a grant from the National Science Foundation (Award # EEC-1730576). Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation. References[1] ABET CRITERIA FOR ACCREDITING ENGINEERING PROGRAMS. ABET
just moving from the 3.a-k criteria to 1-5 criteria, so I caughtmany institutions in the transition of thinking between the two systems. Thankfully, for thisstudy, 3.g from the legacy outcomes was reproduced exactly as outcome 3 in the new system[18]. Thus, the research question was still relevant for institutions going forward. Since I wasasking for self-study information, the old terminology of 3.g was still in effect, so thedocumentation gathered and discussed here reflects the old terminology.MethodsETAC accredited MET bachelor’s level degree programs were identified from the ABET website (www.abet.org/accreditation/find-programs) in October 2018. I identified 66 accreditedprograms. The coordinator of each program was identified from those
present.These results reflect the reduced communication channels between the instructor and the student.When the student is given a hands-on task, the reduced communication channels impacted theability of the instructor to convey information. One of the key metrics that demonstrates this wasthat students provided significantly lower scores for ”Communicate Effectively with Instructor”when the instructor was telepresent instead of co-located.Interestingly, students also gave lower scores to the telepresent instructor for questions about theirinterest in doing future work. In response to questions about their interest in doing future workdesigning such projects and in working with hot glue guns, students gave the telepresentinstructor significantly lower