first graduates in 2018, with class reflective writings serve to instill and reinforce theABET accreditation to follow. Civil Engineering is attributes of a master learner into the engineeringtentatively planned for startup in the 2018-19 school year. students.Incoming freshman class size has grown steadily, reaching a • Addition of the ‘Design Your Own Plan’ project:peak enrollment of 249 declared engineering majors in the Development of an individual success plan serves as the2015-2016 school year. culminating student development activity in Introduction From its inception, the entry point for the engineering to Engineering course
Timeline - Teaching Canvas class management system • Weekly attendance required • Group Presentation – What is an REU? • Project Presentations - Beginning of the semester – introduction of project - End of semester – final presentation • Research Poster • Faculty Interview • Reflective Questions • Final PaperManaging Expectations• Introductory program – not curing cancer• Many different forms/types/settings for research work• Important to be flexible & open to the experienceStudent Learning Outcomes Teamwork Presentation Self-confidence Skills Social Flexibility interaction Time
Praise in public, criticize in private o When things go well, give credit to others Make sure administrative structure supports you and the culture you want to develop o Hire the best o Set up your team to work in your absence o Delegate responsibility and authority o Pay attention to processes o Be strategic with where you put your time and energy o Realize you won’t make everybody happy Making decisions o Don’t necessarily need to make a decision on the spot o Gather input o Reflect before you react o Decide what battles to fight Seek continuous improvement in all you do o Be accountable and open o Remember is learning is life long Understand college and university
of themethodology and a thorough discussion of the results and are formally addressed to the campusFacilities staff.Through this activity, students familiarize with skills and concepts that will be further developedin upper level engineering courses, aiming to increase their curiosity to learn more aboutparticular engineering subjects, and expand their interest in developing and using technology toaddress problems that have a direct impact on the community, and resonate with their personalinterests. At the end of the semester, students reflect on the project, contemplating perspectivesfrom diverse engineering fields and roles. Feedback from student evaluations indicates that theyenjoyed developing their teamwork skills while working in
area of the project that connectswith their academic goals. Students must navigate an assessment objective with competingfactors. A low-stakes (3% of final grade) competition includes several conflicting factors:project cost, vehicle speed, trajectory accuracy (straight-line travel), load-carrying capacity, andpercentage of reusable parts. Students record and reflect on the struggle of balancing cost andreusability against performance goals. Should the car be light and fast, or focus on carrying alarger mass and reliably following a straight line? Should they invest in expensive remote-control car wheels or use old CDs?The higher the percent of the reusable cost (ratio of cost of reusable parts to total cost), the bettertheir performance score
their individual strength profile, they can make their work more enjoyable andthereby achieve improved outcomes. Students become more effective at communicating theirtalents on resumes and in cover letters. They also share their personal reflection on strengthswith their faculty advisors and others, which makes it easier for those mentors to write powerfulreference letters and personalized guidance. The exposure to Strengths Finder in theIntroduction to Engineering course, enriches the student experience across all four years and intotheir professional life.References[1] T. Rath, StrengthsFinder 2.0, New York: Gallup Press, 2007.[2] R.A., M.L. Loughry, M.W. Ohland, and G.D. Ricco, G. D. “Design and validation of a web- based system for
the choice between active and passive voice); judgments of the holisticeffectiveness of papers; and student comments in surveys, reflection papers, and interviews.3) The materials use a functional approach to language. That is, they emphasize to students (andfaculty) that words, grammar and organization have an impact on meaning. Effective writing isconnected to the accuracy and precision that are hallmarks of engineering, and writing choicesare connected to their impact on reader comprehension. The approach thus connects writing withthe practice of engineering, rather than describing writing in terms of stylistic choices andconventions that sound arbitrary to students.4) The materials use a direct, analytical approach for teaching writing
o Praise in public, criticize in private o When things go well, give credit to othersAdministrative Leadership Make sure administrative structure supports you and the culture you want to develop o Hire the best o Set up your team to work in your absence o Delegate responsibility and authority o Pay attention to processes o Be strategic with where you put your time and energy o Realize you won’t make everybody happyAdministrative Leadership Making decisions o Don’t necessarily need to make a decision on the spot o Gather input o Reflect before you react o Decide what battles to fight Seek continuous improvement in all you do o Be accountable and open o Remember is learning is
to four slides* - this is my way of avoiding mission and vision statement discussions… First question from most faculty candidates is “Canyou tell me about your vision for the engineering school?” IRA A. FULTON SCHOOLS OF ENGINEERING engineering.asu.edu Values and ExpectationsOthers judge your organization’s “true” valuesand expectations through your decisions, howyou spend your time, and who and what yousupport.Be sure that they are accurately reflected in keydocuments:• promotion and tenure guidance• bylaws• communications• rewards systemsWorking through an update to your promotionand tenure guidance is a great way to engagefaculty in this discussionCreating an employee rewards
Technology jaskirat.sodhi@njit.edu, swapnil.moon@njit.eduAbstract - An ePortfolio is a collection of personal work their curriculum or as part of their internship experiences.on a website that can be used by students to showcase The process of creation of the ePortfolio helps students totheir work as a supplement to their resume. The authors take ownership of their work and reflect upon it, thuspropose to include creating such an online ePortfolio as a providing a context to what they have learned in theirpart of an introductory freshman-level course where academic life. This also encourages them to takestudents start building them. As they progress in their
destructively interfere with one another.In designing the first section of the large antenna, we followed the design guidelines ofthe standard cantenna2. With the exception of the first section (smallest of sections), allother sections carry multiple modes and the number of modes in any section isproportional to the diameter. The large number of modes in the last section allows a fielddistribution that permits highly directive radiation patterns. Our version consists of sixdifferent cylindrical sections connected together by six 3-inch 34˚ flared or conical Page 13.270.3sections (Figure 2). Flared sections were used to minimize reflections at the junctions.The
ensure that they differed only in their degree of structure. During their firstencounter with each problem, students were given up to one hour to work on their designsolution. To provide the opportunity for reflection that is true of real-life problem-solvingsituations, students were also asked to revisit each problem several days later; again being givenup to one hour to work. To control for effects that might arise due to the order in whichproblems were solved, half of the participants solved the ill-structured problem followed by thewell-structured problem. The remainder of the participants solved the problems in reverse order.Students’ design solutions were analyzed to determine the degree to which they exhibitedknowledge-application
Approach to First-Year Ethics InstructionThrough both success and failure, many engineering projects have a profound impact on individuals and society.Thus, ensuring future engineers consider these impacts and reflect on the ethical implications of their future work isan extremely important topic. There are many pitfalls with the traditional ways in which ethics is taught toengineering students. Often it is taught by a non-engineer as an abstract philosophical topic, rather than an act ofpersonal decision making situated in complex real-world contexts. . It is usually included late in the undergraduatecurriculum, such as during a senior capstone project, and is a relatively short subtopic (module) within a larger
Application of Signal Processing Tools in the Interpretation of Geophysical Seismic Data Kuldeep S. Rawat Center for Advanced Computer Studies University of Louisiana at Lafayette Sumit R. Pal Superior Energy Services LLC, Broussard, LA Energy Institute, University of Louisiana at Lafayette, LA AbstractExpensive to acquire and almost impossible to re-acquire, seismic reflection andrefraction data sets are no doubt the most important assets of any hydrocarbonexploration and prospecting program. During exploration, seismic
analysis for “Concrete Experience” on Kolb’scycle. Figure 1. Kolb learning cycle.Learning StylesEach FE learning module developed in this work is designed to span a spectrum of differentcharacteristics in which students learn. Felder-Soloman Index of Learning Styles50 is composedof four dimensions: active/reflective, sensing/intuitive, visual/verbal, and sequential/global[Table 1]. Active learning tools are designed to meet the needs of students with a range of Page 14.75.5learning styles. Particular approaches to teaching often favor a certain learning preference.Therefore it is important to incorporate a variety
potential safety hazard when mountedover-head, b) it can safely withstand working temperatures ( above 180° F), c) it is availablefrom stock (in standard sizes) as designed for patio door replacement glass (standard glass sizesare 76″ long by 28″, 34″ or 46″ wide), d) it increases impact rersistance and e) it is economicalin small sizes.The next restraint is the size and shape of the parabolic reflective material. The parabolic arc isderived from standard geometric considerations. The reflective material is 18 gauge (0.048″thick) type 304 stainless steel with a #8 mirror finish on one side. A plastic film protects themirror finish during fabrication. This reflective material can be available from stocked inventoryin 4′x8′ sheets. Each sheet weighs
) and analysis and reflection (analysis is part of the engineeringdesign process and reflection was a required component of the class). Unfortunately, the projectdesign was not as successful for the entrepreneurial aspects of the design. The primarycomponent missing was passion. Barringer and Ireland state “The number-one characteristicshared by successful entrepreneurs is passion for the business”. The predefined aspects of the Page 14.1054.3project severely limited the chance of any one particular student being passionate about theproject, much less a team of students.A third critical factor in the course design was the timing of the classes
of synthesis for traditionalcognitive theory based approaches to engineering education. These capstone courses areexpected to help students broaden their perspectives on how to integrate theoretical andpractical knowledge and how to reflect on practice. Within the last decade, employersand leading educators have been complaining that this synthesis, as it pertains to life-longlearning and expertise, may not be enough for new graduates to compete in a fastchanging global marketplace for engineering services. These leaders suggest that newgraduates need: (a) better communications skills; (b) an ability to work in Page 11.430.2multidisciplinary teams
, David K. Probst Department of Physics and Engineering Physics Southeast Missouri State University Cape Girardeau, MO 63701 AbstractMany concepts in physics and engineering courses cannot be understood easily. Althoughpowerful computers with advanced software can generate fancy animations, students still cannotgrasp these concepts without spending time reflecting on them. In the past, homework was thetool used by instructors to challenge students and enforce their learning. Unfortunately, nowmany students can bypass this challenge and directly go to the solution manual for answers,which is widely available from the
Demanding Organized Engaging Approachable Patient Exciting Interested Motivating Prepared Respectful Energetic Understanding Fun PersonableImpact of Gender in ClassroomGenerally, gender is perceived as a negative for women in the classroom as it pertains tostudents’ perceptions of instructor effectiveness, as reflected in student evaluations. Forinstance, MacNell et al. (2014) found that students rated an instructor with a male identity higherthan female instructor possessing a female identity for online courses regardless of theinstructor’s actual gender. When female
situated learning perspective has been deemed to offera theoretical rationale for ‘inquiry-based’ and ‘problem solving’ approaches to science teachingand learning, where scaffolding and other forms of social support serve a prominent role in students’learning process.26 A model of instruction employing situated learning theory has been proposedand proven to yield a practical framework for classroom practice.25,27 Ref. 25 suggested that thekey components of this model include: (1) cognitive apprenticeship and coaching; (2)opportunities for multiple practices; (3) collaboration; (4) reflection; and (5) technology. Cognitiveapprenticeship methods allow students to enculturate into authentic practices through socialinteraction. Cognitive
appears to involve thecognitive, affective, social, and psychomotor domains of learning, which has been proposed asproviding an effective way to improve ethical reasoning. For assessment of ESI learning, anaverage of two methods were used per course with a maximum of 8 methods reported; 10% didnot assess ESI knowledge. The most commonly used assessment methods were: group-basedwritten assignments (47%), individual reflections (33%), and individual homework assignmentsgraded with a rubric (31%). Instructor satisfaction with the ability to assess the outcomes ofsocietal context and ethics instruction was weakly correlated with the number of assessmentmethods used (correl. coeff. 0.25). Among all survey respondents 62% believed thatundergraduate
(Computational fluid dynamics), fluid power, and vehicle dynamics. In August 2017, he started with his doctoral studies at Purdue University. Currently, his research interests are hydraulic hybrid vehicles, and vehicle dynamics. c American Society for Engineering Education, 2019Work in Progress: Making Connections Between Applications and TheoryThrough Energy in Fluid PowerAbstractThis work presents the introduction of an of activity designed to help students enrolled in a basicfluid power course for the second year of the Mechanical Engineering Technology at ourUniversity. The students reflect on their own learning experience of energy in the context of afluid power class (hydraulics and pneumatics). This
• New typical wall sections • New building cross section. • Building code analysisLater on this paper we will see some examples of student reflection as they talk about how theassignments may have helped them be effective in their deliverables, or in some cases where they would like to see improvements in this course to better assist them in future assignments.Community partners can play a vital role in high impact practice courses that utilize servicelearning, and during the pre-course development I conducted several meetings to clarify, wants& needs of the partner. These meetings also help to set the groundwork for expectations
participant in the course.Below we describe the course and modifications we have made through our second iteration.Pilot ULA course The class provides tools and support for UTAs to reflect on the several aspectsof their activity, from the most effective teaching practices, such as student-centered and inquirybased, to relevant educational methods, grading techniques, and including tips to improveinterpersonal skills. Topics covered include: Constructivism, Motivation, Problem solving,Engaging with Groups, Grading and Feedback, and Metacognition (see Appendix A for fullcourse syllabus)These topics are organized around three main modules during the semester. The first one is basedon understanding the learning process as an elaborated process where
, he investigates best ways to expand cutting edge technologies to the workforce. c American Society for Engineering Education, 2019 Critical Thinking in Manufacturing Engineering Education AbstractAccording to A.B. Steyn, engineering education cannot be solely based on memorization andtechnical calculation. It is imperative that the engineering students develop critical thinking skillsfor better understanding and reasoning of problems they may face professionally in the future.Critical thinking is the process of conceptualizing, applying, analyzing, synthesizing, and/orevaluating information obtained by observation, experience, reflection, reasoning
by performance goals focus more on the optics of lookingnot-smart or performing poorer than their peers. Research has shown that students’ goal orientationhas implications towards their academic performance [3]. Besides goal orientation, some researchershave proposed that the how students approach study reflects on their cognitive engagement withacademic material, and may affect their performance in school [3].The Students Approach to Learning (SAL) theory proposes two major levels of cognitive processesthat characterizes students approach to studying: surface-level strategy approach and deep-levelstrategies approach [4]. Surface approach to studying is associated with rote memorization and thereproduction of facts, without making any deep
discussion of the advancement of EER. More broadly, identifying such boundaryknowledge can facilitate new understanding of how the social construction of knowledge occursin interdisciplinary fields beyond engineering education. As a first step toward these largerobjectives, we review relevant literature and outline our participants as well as our analytic plan.BackgroundDisciplinary-specific norms reflect a field’s priorities and values, as well as assumptions aboutwhat qualifies as rigorous, trustworthy, or quality scholarship [1]. The ramifications ofdisciplinary normativities include which methodologies are widely endorsed, which questionsare investigated, and what is considered knowledge. As such, these normativities set theboundaries of a
of criticalthinking (Chinn et al. 2014). Both the broad term of critical thinking and the more niche term ofsystems thinking share similar meanings of thoughtful analysis or analytical reasoning, and callto mind King & Kitchener’s Reflective Judgement Model (King & Kitchener, 1994, 2001, 2004),a stepping stone between the cognitive development research started in the 1970s and morerecent epistemological research. This researcher argues that discovering the epistemic beliefs offaculty and the ideas being disseminated to students in their chemical engineering classroomswill prove useful in the field of chemical engineering education as well as related academicfields concerned with systems and critical thinking.TheoryResearch preceding
conceptual understanding of design).Making Thinking Explicit through Concept MapsModels of design are prevalent in textbooks and literature [4]. Once in action though, designpractitioners often synthesize and adapt their own experiences and learning into a mental modelof their design process. Engineering students demonstrate their design prowess and designlearning through either the creation of an artifact, or the documenting and reflection on theirengineering design process, or some combination of these. As design educators search for ameans to understand and evaluate what design learning may more faithfully look like, the notionof a spectrum of varying types and representations of individual students’ design processunderstandings has arisen