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Displaying all 3 results

Comparison of Undergraduate Engineering Students and High School Students Solving Authentic Problems

Conference Session
Technical Sessions 2
Collection
2024 Fall ASEE Mid-Atlantic Section Conference
Authors
Gang Liu, University of Pittsburgh at Bradford
Tagged Topics
Professional Papers
STEM Projects Look like in Middle School and High School Classrooms? A Systematic Literature Review of Empirical 2024 ASEE Middle Atlantic Section Conference Studies of iSTEM Projects.” International Journal of STEM Education, vol. 9, no. 1, 2022, pp. 73–15, https://doi.org/10.1186/s40594-022-00390-8.17. Smith, Robert W. , “Time for change: New visions for High School”, Chapter 5: Reforming the most troubled high schools: The Talent Development Approach. Hampton Press, 2006.18. Johnson, Carla C., et al. “Car Crashes, Grade 12: STEM Road Map for High School. STEM Road Map Curriculum Series.” NSTA Press, NSTA Press, 2018, https://doi.org/10.2505/9781681405469.19. Ovadiya, Tikva. “Implementing Theoretical
Relevance Score: 0.03844708

LEVERAGING GENERATIVE AI TO ENHANCE ENGINEERING EDUCATION AT BOTH LOW-LEVEL AND HIGH-LEVEL STUDY

Conference Session
Technical Sessions 1
Collection
2024 Fall ASEE Mid-Atlantic Section Conference
Authors
Zhou Zhang, SUNY Farmingdale State College; Yizhe Chang, California State Polytechnic University, Pomona
Tagged Topics
Professional Papers
Zhang, Z., Chang, Y.AbstractGenerative Artificial Intelligence has revolutionized various sectors, including engineering educa-tion. This paper explores the integration of Generative AI tools into engineering curricula, focusingon their potential to enhance project-based learning (PBL), foster creativity, and offer personalizedlearning experiences. By leveraging Generative AI, educators can provide tailored feedback, pro-mote knowledge expansion, and facilitate hands-on learning, addressing challenges faced by bothlower-level and advanced engineering students. This study investigates the outcomes of imple-menting Generative AI in courses such as Circuit Analysis, Dynamics, Electrical Power, and In-dustrial Power. Results indicate that students
Relevance Score: 0.026015317

NSF S-STEM Funded iAM Program: Lessons Learned Implementing a Collaborative STEM Workshop for Community College and University Partners

Conference Session
Technical Sessions 2
Collection
2024 Fall ASEE Mid-Atlantic Section Conference
Authors
Margaret A Hunter, Hofstra University; Lynn A. Albers, Hofstra University; Jessica Santangelo, Hofstra University; Jacqueline Lee, Nassau Community College; Catherine Weinstein, Nassau Community College; Scott T Lefurgy, Hofstra University; Sean A Roberts, Nassau Community College; Suzanne Trabucco, Nassau Community College; Kristin Weingartner, Hofstra University
Tagged Topics
Diversity, Professional Papers
NSF S-STEM Funded iAM Program: Lessons Learned Implementing a Collaborative STEM Workshop for Community College and University PartnersAbstractIn alignment with the NSF Scholarships in Science, Technology, Engineering and MathematicsProgram (S-STEM) [1], a Two-Year Community College, Nassau Community College (NCC) andfour-year university, Hofstra University (HU) are within a five-mile radius of each other and arecollaborating. The objective is to recruit academically talented low-income students through twopipelines, retain them through transparency of the hidden curriculum, and see them through tograduation in a STEM field from HU [2]. The Integrated and Achievement Mentoring (iAM)Program is a Track 3 (multi
Relevance Score: 0.021154515