recognizing the diversity of personalvalues among peers. Students delve further into ethical decision making in the context of academicintegrity during the first year with reflections on real-life scenarios.During the second year, students discuss the need for a purpose of a common set of ethicalstandards and review the American Society of Civil Engineers’ Code of Ethics when interpretingethical dilemmas. Students were introduced to an ethical decision-making process during fall oftheir junior year. This process is a step-by-step guide that includes reflection throughout theprocess of assessing and making a judgment on an ethical dilemma. During each quarter of juniorand senior year, students were given a real-life ethical dilemma, and they utilized
), a weighted system familiar to many in higher education. The two primaryvariants are the `straight’ scale (i.e. A, B, C, D, F) and the somewhat more granular `plus/minus’scale (i.e. A+, A, A-, B+, etc.), both used widely. Despite research on cumulative GPAs, gradeinflation, and academic performance, there is a dearth of research correlating grading systemsdirectly to students’ passion, interest, or motivation toward their coursework.In this work, we consider another GPA system using a continuous scale in which students’numerical course grade (0-100%) would map directly to their course GPA (0-4). The approachallows the GPA to provide infinite grade differentiation among peers. No prior literature hasconsidered student attitudes about such a
initiative and translate her passion for STEM into opportunities that will attract, inspire and retain more girls in STEM to make it the new norm. She has also architected SFAz’s enhanced Community College STEM Pathways Guide that has received the national STEMx seal of approval for STEM tools. She integrated the STEM Pathways Guide with the KickStarter processes for improving competitive proposal writing of Community College Hispanic Serving Institutions (HSIs) and is currently a co-PI on the HSI ATE Resource Hub. Throughout her career, Ms. Pickering has written robotics software, diagnostic expert systems for space station, manufacturing equipment models, and architected complex IT systems for global collaboration
the course of the semester, the students were expected to submit a project proposal, meetwith the course instructor during office hours to discuss their progress, and bring in drafts oftheir two written deliverables for peer feedback. They received feedback on their design memosfrom other students in the semiconductors course. Their CSR summaries received feedback fromstudents taking the Corporate Social Responsibility course that same semester. The course is anelective that fulfills the humanities and social science graduation requirements forundergraduates. It primarily draws on social science research to develop students’ criticalthinking skills about CSR. Appendix A contains the complete project assignment document. CSR was also
an organization and were provided an opportunityfor advancement, was needed as an option within the curriculum. Because of the applied natureof this integrative learning internship course, it was also decided that signature work andassignments would be created and embedded in the course.Pre-requisites for the course were as follows: completion of TCM 32000: Technical Writing inScience and Industry with a grade of B or better, cumulative GPA of 3.0, an existing internshipwithin an organization or an existing position within an organization and opportunity foradvancement, signed employer agreement, and willingness to be visited by OL faculty at least 3times per semester. The course description was developed by OL faculty and is below:This
confidence and design thinking.Only one ePortfolio was assessed at the capstone level (4) for all competencies forboth reflection and integrative learning. Although no ePortfolio rated 1 or less forall competencies for either reflection or integrative learning, two ePortfolios wererated no greater than 2 for all competencies, for both reflection and integrativelearning.Students saw value of the ePortfoliosAnalysis of interviews revealed that student perspectives were broadened in anumber of ways through creation of the ePortfolio. The ways they werebroadened differed depending on which of the following two purposes theePortfolio served: 1) as a prompt for students to demonstrate— through reflectionvia writing—their achievement in the five
for patterns and trends. 6. Constructing explanations and designing solutions: Engage students in creating explanations of data, observations, and predictions to support their hypotheses and conclusions. Moreover, have students examine their design solutions vis-à-vis criteria and constraints, assess design trade-offs, and perform design refinement. 7. Engaging in argument from evidence: Have students engage with one-another in exchange of their explanations of a scientific phenomenon or design solution while gracefully accepting peer feedback. Such an interaction, where arguments are based on evidence and strengthened through peer feedback, can enable students to identify superior
inintroductory physics [3]. At that time, the first studies were carried out in which researchersfocused on instruments (concept tests, CT) to assess those alternative conceptions [4]–[6].Nowadays, there are still efforts to build concept tests that improve on the previous CT [7], [8] orto build new tests [9].The main use of conceptual understanding research is to design appropriate AL activities oreducational strategies that improve conceptual learning [10]. In the literature, there are manyactivities which can be used for auditorium format such as Peer Instruction [11], activities forrecitation sessions [12] and for classrooms integrated with labs [13], to name a few. In numerousreferences, it has been published that using AL strategies in the
they are equally important. With developedunderstanding of attackers’ behavior, a good defense strategy can therefore be deployed.Therefore, in this project we built a game-based, multiplayer, and peer-to-peer cyber securityinfrastructure. Figure 2 shows the network infrastructure. It included a set of identical students’learning environments with each student having access to his/her own environment to conductcyber security lab exercises. Since the environment was isolated, no sensitive information can bereleased outside of it. Figure 2. System InfrastructureVirtualization technology was used to host multiple VMs in each learning environment. Eachvirtual application (vApp) was running VirtualBox hypervisor that
competencies and skills. Students have theopportunity to attend career fairs and resume writing workshops, secure internship, co-op, andfull-time career opportunities through University-level Career Services offices. Students mayalso participate in student organizations, which give them opportunities to attend conferences,network with their peers and professionals, perform community service and mentoring, and learnprofessional and leadership skills. Most of these experiential learning activities are stronglysupported by USF EE faculty. However, these activities, and faculty support have not previouslybeen a core part of the USF EE curriculum.Experiential learning activities help create a service orientation within students. Serviceorientation is an
Engineering Class The goal is to implement HIPs for mechanical engineering students who are still intheir early part of the core mechanical engineering program. This course would be one of thefirst mechanical engineering courses required by the university that is not considered part ofthe general education curriculum. The purpose of this study is to track the effects of HIPs withcarefully planned pedagogies that would provide numerous benefits for the students, such asoverall increased learning gains and graduation rates. There are seven HIPs characteristicsused to measure the results at the end of the semester: these are (1) interaction with faculty, (2)interaction with peers, (3) feedback from instructor, (4) quality time spent on the course
for improving its design.Jonassen [7], building on work by Schön [8], notes that well-structured tasks require a search fora pre-determined solution, whereas ill-structured tasks can be thought of as a design process.Thus, solving an ill-structured task requires more than simply attempting to solve for a singlecorrect answer. Ge’s research [9] has shown that when working with peers, students mustimplement four interaction processes to effectively solve an ill-structured task: representing theproblem (through exploration), planning and proposing solutions, attempting to solve (iteratingplans and making justifications), and monitoring and evaluation (evaluating the solution andconsidering alternatives). To assess the design of ill-structured
-compliance-articulated robot arm, or SCARA, for a pick-and-place operation. Workingin groups, students were tasked to write a program to move small parts from one location into acommon bin for all parts. During the robotics laboratory session, students were allowed to asktheir group and the instructor as many questions as needed to complete the task. At thecompletion of the robotics laboratory session, students were asked how effective theirinteractions were with the instructor in enhancing their learning in this laboratory session.All LaboratoriesAll of the surveys employed in this study were on a 5-point Likert scale. The sample size for thisstudy was 19. Weighted averages were calculated to evaluate the student experience in theselaboratory
he also discussed at length in class. !2!The following topics were to be discussed in the lecture portion of the course:• Project planning and control.• Effective proposal writing.• Effective oral presentations.• Criteria for successful projects: review of several case studies.• Design methodologies: axiomatic design, design for manufacturing, design for testability, design for affordability, concurrent engineering design, etc.• Copyrights, intellectual property and patenting issues.!The following outline was discussed at length in the syllabus• Students work in teams of two to four students and propose potential projects in the first week of the semester which are reviewed at the first
engineering students access, use, and understand information; identify gaps in theliterature, and how this can be used to support information literacy education in theengineering disciplines. Engineering students are required to create, problem solve, andimprove, using engineering principles to develop their skills in technical, environmental,socioeconomic and political aspects of the engineering process. They are increasinglyfaced with the availability of rapidly shifting information types, which are gathered fromsources like Google and Reddit. Finding and interpreting such information, even whenfound correctly through sources outside traditional research boundaries (technicaldocuments found online vs. peer review articles through a library catalog
served as a primerto begin thinking about veteran issues and areas where ASEE can add support. After the affinitymapping exercise, a brain-writing [30] exercise was conducted, followed by a group discussion.In attendance during the sessions were a total of four session “scribes” that took detailed notes tocapture the conversation that occurred during the session. Three of those four people are co-authors of this paper.Centering the participants on veteran engineering educationThe workshop attendees, including the authors, participated in a modified affinity mappingexercise as a centering tool for veteran engineering education. As part of this effort, we co-constructed different ideas, policies, and concerns surrounding student veteran engineer
librarians or between alibrarian and a faculty member [11]. Atkinson (2018) provides an overview of different types ofcollaborations involving academic libraries and librarians [12]. He identifies several main typesincluding internal collaboration, collaboration with faculty, collaboration with other supportdepartments (e.g. writing centers), and collaboration with students [12]. In one collaboration[13], faculty and librarians worked with students in a large environmental science class whowere from a wide variety of majors. Collaborators found that the students’ technical and libraryresearch skills varied widely, creating challenges [13]. We have experienced the same withDAEN students. The lack of library skills, especially those related to finding
. His current research topics include (1) writable/rewritable quantum structures by stress patterning; (2) low-cost, crack-tolerant, advanced metallization for solar cell durability; (3) thin film processing and nanoscale surface corrugation for enhanced light trapping for pho- tovoltaic devices; and (4) microsphere-based manufacturable coatings for radiative cooling. He has close to 70 publications in peer-reviewed journals and over 200 invited/contributed papers at academic insti- tutions, national laboratories, and conferences. He received a UNM Junior Faculty Research Excellence Award in 2005 and an NSF Career Award in 2001. He is a recipient of STC.UNM Innovation Award consecutively from 2009 to 2018, and he was
(h) a mirror maze that connects a laser to aphotoresistor. During the milestones, students play the puzzles made by their peers and give feedback tohelp improve the project. They also submit these opinions to the professor in a report asdiscussed in the Appendix. Each group gives one of their members to one of the four committees: Narrative, Flow,Infrastructure and Marketing. The Narrative committee writes a theme appropriate story aboutthe room to immerse players in the experience. They name the room and tell the players whythey are trapped. The Flow committee link together the puzzles made by the small groups andcreate a master document to help volunteers run the rooms at the end of the semester. TheInfrastructure committee
of reading,they must be made aware of the immediate benefit of coming to class prepared with somebackground knowledge of topics to be discussed and their transformation from passive toactive learners.Improvement of self-confidence from reading assignments is one of the chief benefits that isusually not talked about in engineering classes. Background knowledge gained from pre-classreading assignments prepares students for active class discussion and helps them transformfrom a passive to an active learner. Within a positive and supportive class environment, itcould help students earn more recognition and respect from their peers. It boosts students'self-confidence, which results in better student engagement and performance in class. Thisbrings
Research Associate at Texas A&M University’s Center for Teaching Excellence, Dr. Clint Patterson supports curriculum research, doctoral education, and academic grant writing. The goal of these efforts is to provide evidence-based information for the Center and Texas A&M academic lead- ership, as well as developing students. Clint graduated from Tarleton State University with a doctorate in educational leadership in 2018. This academic experience offered opportunities to be a researching practitioner in higher education, specifically within student affairs at Baylor University where he worked for twelve years. As an educator in student affairs, Clint developed skills to advocate, support, and lead areas of
allof the graduate students who have taken the course have utilized LaTeX for writing their thesesor dissertations and some manuscripts.The CHE seniors who took the fall 2017 course were competent MATLAB users by the end ofthe course. MATLAB training was not formally provided in any other course in the curriculum.In senior design in Spring 2018, at least two of the students told me how they had built aMATLAB simulation for their design team to use to complete the AIChE national designcontest. All five of the students were able to help their peers with MATLAB when they used it inprocess control in Spring 2018 for a two-week course project involving using a hands-ontemperature control lab[35].Course EvaluationsThe response of faculty to the
research experience and strengthening their confidence and interest in pursuing aSTEM profession. The program also helped the students improve their skills in teamwork, timemanagement, scientific writing, and presentation.I. IntroductionAn adequate supply of quality workers in the science, technology, engineering, and mathematics(STEM) fields is vital to continued US economic growth and competitiveness [1]. Communitycolleges enroll almost half of the nation’s undergraduate students, thus their role inundergraduate STEM education is very important, especially for individuals from groupstraditionally underrepresented in the STEM field. With support from the Department ofEducation Minority Science and Engineering Improvement Program (MSEIP), a
contribute. Career development activities included resume writing, interviewskills, and professional etiquette. These lectures were frequently open to all students in theJESS program, regardless of enrollment in the senior design course in that semester.Table 2 summarizes the effects of graduate school recruitment strategies on the senior designcohorts. Of the 40 students participating in the three senior design cohorts, 16 (40%) continuedon to graduate school. Undergraduate students in the COE are permitted to register for up tothree graduate courses in their senior year. Students in the JESS program who took advantage ofthis dual-enrollment program were eligible to receive a higher scholarship. Two senior designstudents completed masters
, resulted in a higher grade (maximum of 79).Students were then asked to share how they came to the new/correct answers, whether fromwebsites, videos, peers, or other resources. These resources were not factored into the grade butwere used to help guide that student and the entire class to useful resources. If a student wereusing potentially incorrect or weaker sources, the instructor corrected it. If the sources werestrong, they could be shared with other students to help the entire class build a database of usefulresources.A similar, but separate retake policy was also implemented in a junior-level Signals & Systemscourse, where students were able to retake examinations, in order to improve their grade andbetter understand the material. This
Paper ID #25249Board 115: Preparing Next Generation of Manufacturing Leaders: A Caseof REU Site in CybermanufacturingDr. Bimal P. Nepal, Texas A&M University Dr. Bimal Nepal is an Associate Professor in the Industrial Distribution Program at Texas A&M Univer- sity. His research interests include integration of supply chain management with new product development decisions, distributor service portfolio optimization, pricing optimization, supply chain risk analysis, lean and six sigma, large scale optimization, and engineering education. He has authored over 100 refereed articles in leading journals and peer
graduate school would be a good choice for me 4.08 clarify whether I wanted to pursue a STEM research career 4.08 work more closely with a particular faculty member 4.00 get good letters of recommendation 3.80 have a good intellectual challenge 4.28 read and understand a scientific report 4.24 write a scientific report 4.00 ask good questions related to the scientific process 4.20 set up a scientific experiment
]. In short,students with low self-efficacy and self-confidence are less likely to persist in science andengineering compared to their peers with higher levels of self-efficacy and self-confidence [2].Gleason et al. [31] found a strong correlation between math placement and retention rates inengineering. They found that students who placed in College Algebra or below accounted foronly 10% of engineering graduates and those who placed in Pre-calculus accounted for nearly40% of dropouts. Likewise, Santiago and Hensel [32] found that 34% of students who leftengineering due to academic difficulties noted specific difficulty with Calculus I. Students takelonger to complete core requirements when they fail to place into Calculus I or above
’ development of routine and inherent in the GIM, they would readily transfer it to alternateinnovative knowledge in this course to a traditional content areas. Transfer, a term used to describe students’biotransport course at a peer institution, identified that the ability to access and apply skills or processes attained in onestudents who participated in the challenge-based course domain context to solve problems within another, is widelyobtained a similar level of content expertise and a superior considered a principal goal of education.1,3-10 We argue thatability to apply the knowledge in new or unfamiliar contexts3. parallel to the process of skill transfer is also confidenceIn this study, we
skills used for writing reports and preparing presentations are also veryimportant and useful in both upper level courses and future careers.”“Actually working on the design process and learning how to do engineering memos and designreports felt so important to me. Those are skills that I know I will carry with me for years andthat I will actually use. Also, I went from being very shy and not voicing my opinions to feelinglike I can speak intelligently. This class has given me my voice and my confidence.”“I felt most like a maker/future engineer when I was in peer mentor hours or meeting with mygroup outside of class hours. Being able to talk about design with my group members in a lessstructured environment helped us brainstorm more freely and