exams.Comments like “Quizzes didn't always seem to reflect the "important" material presentedin the lessons”, “Quizzes every week. Sometimes the quizzes were completely differentfrom the self assessment”, “the quizzes every week, because they were really difficult,they are more difficult than the exam, which is odd” show that concern.However, the practice questions were changed to multiple choice format midway throughthe semester and a study guide was provided highlighting the important concepts thatstudents need to concentrate on. Comments like – “the tests. I felt a study guide wouldhave helped out and a little later in the course we were provided with one” indicated thatthey like straight forward questions and study guides.Another difference in this
Texas there are sevenunregistered ones.10 Unregistered engineers are presumably not only less likely to know orunderstand their ethical obligations as engineers, but are less likely to see them as obligationsthan are registered engineers.11The legal profession has developed over the years a wealth of doctrines, curricula, cases, andrules pertaining to attorneys’ ethical conduct. Ethical conduct, however, is not necessarily moralconduct. Ethics involves principles of conduct that reflect a profession’s choices amongpotentially conflicting moral or value considerations. Certain ethical conduct on the part oflawyers might strike some outside the profession as immoral. The same could be said of otherprofessions’ conduct, including engineering. A
mechanicscourse represents a good candidate for such transformation because it is a mandatory coursefor several engineering programs. The fluid mechanics course under consideration in thepresent work is a 4-credit, 6-contact hours course and enrolls about 150 students in 5 sectionsper semester.The course was redesigned and delivered during the last semester for one section only inorder to compare results and evaluate the experience with respect to the other four sectionshaving classical lectures but using data shows and power point presentations. The new coursedesign reflected the 5 pillars of active learning, namely; positive interdependence, individualaccountability, face to face interaction, social cooperative skills, and group processing. Inorder to
outside class reported by the students is considerably higher for Page 11.74.11EAS211 than for the other courses. However, the comparison is to first year courses that involvesignificant in-class project work, so the nature of the courses makes the comparison difficult tointerpret. In general the lower rating is probably an accurate reflection of the student’s opinions.They found the course challenging and were not accustomed to seeing the variety of topics in asingle course that they found in EAS211. It was also the first heavy dose of engineeringmathematics for most of the students. Finally, as it was the first time offered, there were
conceived problems not yet faced, but looming on the horizon;issues in the news; issues facing the Coast Guard on a daily basis and issues being discussed inthe current module in the class lectures.When presented with the course’s new outline, the other E&CE section members enthusiasticallyagreed with the course’s new direction. The course changes were submitted to the Academy’sCurriculum committee and then the Academic Council who both approved the changesbeginning the fall semester of 2004. To reflect the course’s new direction, in the fall of 2005 thecourse name was changed to “Introduction to Electrical and Computer Engineering” (IECE).Appendix C includes an overview of the new course’s lesson plans.FeedbackDuring the three semesters since
[43, 47]: Page 11.288.10• Long term effort,• Technical assistance, as well as support networks,• Collegial atmosphere in which teachers share views and experiences,• Opportunities for reflection on one’s own practice,• Focus on teaching for understanding through personal learning experiences, and• Professional development grounded in classroom practice.The teaching of science should be centered on inquiry-based strategies that incorporate thesolution of real world problems. The integrative nature of science and engineering lies in thefact that engineering and design also provides a systematic approach to problem solving in a realworld
learningcapabilities for the student and may be able to find new research opportunities. Communitymembers learn about engineering capabilities and better understand the university. Service isprovided to the underserved or for the common good of the community and benefits the students,faculty, the department, the local community, the institution, and the private sector15. Note thatone important fact about service learning is the reflection component done by the student. It hasbeen shown that over 65% of the students recognize the civic engagement portion of service-learning as a critical part of their education12.Today engineering curriculum lags behind other disciplines in offering service learningprograms12. This is unfortunate, because it is an effective
have existed degrees of biases due to the lackof privacy felt by respondents by having a relatively small student population.Unlike the study performed by Puerzer and Rooney7, this study did not have the advantage ofrespondents with a normalized perspective as that of alumni. This study involved sensitive Page 11.130.6topics current to the respondent, so it was considered possible that the respondent might be morebiased without the advantage of reflective perspective. For instance, a respondent in the secondyear-of-study may have believed he/she was prepared for research, but that respondent wouldperhaps believe that he/she was not prepared at
anincreasingly essential skill for engineers. This requires not only knowledge of statisticalconcepts related to DOE, but also the ability to integrate this methodology with fundamentalengineering principles toward designing and understanding experiments. However, currentengineering curriculums have not fully adapted to this need in the engineering industry. In the1970s and 1980s, the absence of sound statistical methods in the engineering work place led to acrisis in US industry where a large percentage of the market share went overseas. This crisis wasfirst reflected in the manufacture of automobiles and then in the process-oriented manufacture ofintegrated circuits.1,2 Only with the industrial investment towards quality, largely through the
, http://www.hkbu.edu.hk/~ppp/cpr/toc.html.6. Galileo Galilei , "Dialogues Concerning Two New Sciences" (1638) ,translated by Henry Crew & Alfonso de Salvio, William Andrew Publ., Norwich, New York, U.S.A., http://www.williamandrew.com/pdf/TwoSciences.pdf7. von Glasersfeld Ernst, "A constructivist approach to experiential foundations of mathematical concepts", (In S.Hills, ed.), History and philosophy of science in science education. Queen's University, Kingston, Ontario, 1992, 551-571.8. Dubinsky Ed. "Reflective abstraction in advanced mathematical thinking," In (D. Tall, ed.), Advanced Page 11.1263.15
competition is added to the simulation with significantrewards for the top competitors.Pre-packaged simulation curricula for use in the technology entrepreneurship classroom come ina wide range of options. In some ways, they reflect the variety of approaches to teachingentrepreneurship discussed in this paper. That is, some simulations use the business plan as thecenterpiece, requiring students use live data to gather, collate, and present information aboutmarkets, industries, and customers within the context of a business plan. Other simulations focuson small business settings, where students are required actually to make decisions aboutmerchandise mix, pricing, cost allocation, and other core business decisions.Some of the leading technology
reaching in how we conduct creative technologydevelopment & innovation for economic and defense purposes; and in how we educate U.S.engineers for innovation. We cannot retain U.S. preeminence in engineering if the system of U.S.engineering graduate education does not reflect the modern practice of engineering for creativetechnology development & innovation or if we do not educate our engineers in industry for thehighest levels of leadership responsibility required in the practice of engineering for effectivetechnology development & innovation.3. Next Generation Professional Education for Lifelong Learning ─Combining Advanced Professional Studies, Experience, and Engineering PracticeThe Task Force believes that further postgraduate
Aerothermodynamics and ASE 4343 Compressible Aerodynamics.Because of the similarities in aircraft and space structures, all students will take a commonaerospace structures sequence. The current sequence is ASE 3213 Aircraft Structures I, ASE3223 Aircraft Structures II, and ASE 4623 Aircraft Structures III. These will be renamedMechanics of Deformable Structures, Aerospace Structural Analysis, and Aerospace StructuralDesign, respectively, to more accurately reflect the specific content of the courses and thecommonality of the subject matter to both the Aeronautics and Astronautics concentrations.As stated above, each concentration will have two technical electives. The Department ofAerospace Engineering has decided to specify that any required course in one
looking beyond, for example, thenumbers of female faculty in a particular program, such as engineering, and looking beyondmere compensation figures. An over-representation of women in the lowest faculty ranks mayindicate some form of discrimination in the promotion and tenure process, or it may simplyreflect recently stepped-up efforts to increase the representation of women on an engineeringfaculty by hiring larger numbers of new Ph.D. recipients.37 Similarly, a salary differentialbetween male and female faculty members of apparently similar rank and responsibility mayresult from some form of discrimination in the compensation process, or it may reflect someother intangible factors not readily apparent from reviewing a salary spreadsheet.12,37
Page 11.236.4completing the entire curriculum became more of a judgment call. There may be ten courses thatcontribute to attainment of recognition and understanding is finally achieved through a Capstonedesign course. A numerical manipulation of averages was not helpful in making this assessment.After considerable discussion, the attainment of each BOK outcome was assessed from thecombined contribution of courses and other activities in the student’s four-year experience. Theresults are shown in Figure 2 where the ratings reflect, for example, that the USMA CE majorsupon graduation are fully able to attain recognition and understanding competency in the designof a system and are about 20% of the way to ability which entails being able to
program were accepted and from which new studentswere accepted to participate in the program based on the same criteria used for the originalselection of participants.Internship OpportunityThis program provides a paid internship experience for 48 students following the completion ofthirty credit hours in a STEM related field. Internships were provided in companies not currentlyhiring interns from UMBC to increase internship support and encourage the involvement of morebusinesses with UMBC and CCBC. UMBC’s Shriver Center provided leadership for this portionof the project.Assessment and EvaluationThe outcomes for Objective 2 are reflected in student retention in STEM majors, grades, andcommitment to careers in STEM. Attitudes toward STEM were