research-intensive public engineering school. The teaching approachconsisted of (a) pre-class lesson videos with embedded viewing quizzes (average length of 25minutes), and (b) in-class active learning opportunities, including conceptual questions and peerinstruction facilitated through a classroom-response system, group work exercises, andopportunities for individual work and consideration of the material at hand.This work is part of a two-year study in which the course was taught using a traditionalinstructor-centered approach in year one (2012) and then was taught using the invertedclassroom approach in the year two (2013). The author was the same course instructor in bothyears, and approximately 330 students took the course each year. The
Science Teaching, 42(5), 36-41.9. Hoyt, J. E., & Winn, B. A. (2004). Understanding retention and college student bodies: Differences between drop-outs, stop-outs, opt-outs, and transfer-outs. NASPA Journal (National Association of Student Personnel Administrators, Inc.), 41(3), 395-417.10. Divjak, B., Ostroski, M., & Hains, V. V. (2010). Sustainable student retention and gender issues in mathematics for ICT study. International Journal of Mathematical Education in Science & Technology, 41(3), 293-310. doi: 10.1080/0020739090339841611. Wasburn, M. H., & Miller, S. G. (2008). Keeping women students in technology: Preliminary evaluation of an intervention. Journal of College Student Retention: Research
have beenmore difficult to see had we adopted a more conventional thematic or coding analytic process. Page 24.633.12 Table 4: Analytical steps for this study # Step name Description Interviewer summary 1. How did my RCG structure my questions, interactions with the participant? reflection. (Word doc) A. Table of contents, label “sidebars” conversations (that don’t seem Map out the story (Word relevant to the primary discussion). 2. doc) B. List the
. Page 24.1357.3The student survey was conducted at Rose-Hulman Institute of Technology and at the Universityof California, Berkeley during the winter quarter and spring semester, respectively, of the 2012-2013 academic year. Students in our dynamics courses were asked to first watch two screen-captured example problems, each broken into several clips. Sample screenshots from one of thescreen-captured example problems are shown in Figure 1. (a) (b) Figure 1. Snapshots of two clips from the screencast for Example 4.6 used in the study. The first clip (a) contains the introduction screen and the Problem Statement, Goal, Given, Draw, and
(1): p. 1-16.5. National Academy of Engineering, Grand Challenges for Engineering, G.C.f.E. Committee, Editor. 2008, National Academy of Sciences on behalf of the National Academy of Engineering. p. 54.6. Rittel, H. and M. Webber, Dilemmas in a general theory of planning. Policy Sciences, 1973. 4(2): p. 155-169.7. Boyer, E., Scholarship Reconsidered: Priorities of the Professoriate. 1990, Carnegie Foundation for the Advancement of Teaching: Princeton, NJ. p. 151.8. Yin, R., Case Study Research: Design and Methods 2009, Thousand Oaks, CA: Sage Publications.9. Godin, B. and C. Doré, Measuring the impacts of science: Beyond the economic dimension. History and Sociology of S&T Statistics, 2004.10. United
onbusiness and economics, more cross-cultural studies, more on nano-, bio-, and informationtechnologies, more on the fundamentals behind these increasingly central technologies, and soforth. Unfortunately, the typical undergraduate engineering program already requires around 10percent more coursework than other degree programs, and a typical engineering student needs Page 24.1362.54.8 years to complete it. Simply adding these new elements to the curriculum is not an option.The options would seem to be: (a) cutting out some of the current requirements, (b) restructuringcurrent courses to teach them much more efficiently, or (c) increasing the time
grading policies. As an indicator of class difficulty, thecourse withdrawal rate was calculated. Across all classes, the average withdrawal rate was 8% (SD= 8%). Finally, on average, the students obtained a B-/C+ in the assessed class (M = 2.52, SD =1.27).The low-point value assignments obtained were originally classified as: homework; quizzes;writings for discussion on the class website; participation points; weekly in-class assignments; andpapers. For the purposes of the below analyses, these were further subdivided into: 1) quizzes andhomework (116 students, or 62.0% of the total sample); 2) in-class assignments (weekly in-classassignments and participation points; 43 students, or 23.0%); and 3) writing assignments(discussion postings and
NextGeneration Science Standards (NGSS), the presented concepts were covered in greater depththan what is specified in the standards. Using a combination of interactive presentations andhands-on activities, the modules appealed to visual, auditory, and kinesthetic learning styles.For the curriculum exchange the following resources related to the energy and anaerobicdigestion module will be shared: a) lesson plans with instructor notes; b) presentations andworksheets; and c) assessments. Page 24.349.2
Chemistry, Mass Balances, Risk Assessment, Water Quality (including dissolvedoxygen and biochemical oxygen demand, and water pollutants), Water Treatment, WastewaterTreatment, and Air Quality. The class at Institution A had 23 Civil and EnvironmentalEngineering seniors and was held three times per week for 50 minutes each with a weekly 3-hourlab. At Institution B, the class had 23 juniors and seniors, mostly from Civil Engineering but alsofrom Biological and Agricultural Engineering, and was held twice per week for 50 minutes witha weekly 3-hour lab. At Institution C, two sections were held three times per week for 50minutes with 23-30 juniors and seniors in each section, including students from CivilEngineering and Engineering Management. At all
determined bythe length of time people took to complete the questions. The use of six questions providedsufficient information for our study. A sample PSVT problem is shown in Figure 1. Theparticipants were asked to study how the object in the top line of the question was rotated andthen determine how the object shown in the middle line will appear when rotated in exactly thesame way. Finally, they had to select the representation that looks like the object rotated in thecorrect position from five alternative drawings (A, B, C, D or E) given. In this sample problem,A, B, D and E are wrong; only C looks like the object rotated according to the given rotation
Public Response to Increased Risk from Natural Hazards: Application of the Hazards Risk Communication Framework." International Journal of Mass Emergencies and Disasters, Vol. 26, no. 3, pp. 247-78.21. Russell, L. A., J. D. Goltz, and L. B. Bourque. (1995). "Preparedness and Hazard Mitigation Actions before and after Two Earthquakes." Environment and Behavior, Vol. 27, no. 6, pp. 744-70.22. Mulilis, J.P., T.S. Duval, and R. Lippa. (1990). "The Effects of a Large Destructive Local Earthquale on Earthquake Preparedness as Assessed by an Earthquake Preparedness Scale." Natural Hazards, Vol. 3, no. 4, pp. 357-71.23. Gay, L. R., G. E. Mills, and P. Airasian. (2006). Educational Research, Competencies for Analysis
activity for first year engineering students to support them tolearn and appreciate engineering.References:1. Duderstadt J. J. (2008). Engineering for a Changing World: A Roadmap to the Future of Engineering Practice, Research and Education. The University of Michigan: The Millennium Project.2. The Royal Academy of Engineering (2007). Educating Engineers for the 21st Century. London: The Royal Academy of Engineering.3. Jones, B. E., Paretti, M. C., Hein, S. F. & Knott, T. W. (2010). An analysis of motivation constructs with first-year engineering students: Relationships among expectancies, values, achievement, and career plans. Journal of Engineering Education, 99(4), 319-336.4. Bransford, J., Vye, N. &
through the use of certaintypes of system-level model artifacts, lending a tangible flavor. These are further described, Page 24.990.4detailed and illustrated by Appendix B of the related literature21. Model-based rubrics for eachof the System Competencies are described in Appendix A of the current paper.3.0 Process for Including Concepts into Senior DesignIn order to integrate these systems competencies into the senior design sequence, the coursecontent needed to be updated and the four faculty members who would be supervising the courseneeded to understand them. Much of this work was begun during the summer of 2013 before thecompetencies were
learningeffectiveness. (a) The main menu of the RP simulator; (b) The virtual manufacturing process Figure 2. The Rapid Prototyping (RP) simulator developed by University of Taxes at El PasoVirtual Facility Embedded with the Tutor SystemIn this section, the proposed Cyber Based Tutor Systems (TS) which is embedded in each VirtualFacility (VF) is introduced. The purpose of developing cyber based tutor systems is to facilitateusers in a condition of lack of instruction on site (or using VF for learning and training) andacquiring knowledge to learning and operate the facility. In this project, we will use a RapidPrototyping facility called FDM 3000 as an example. Basically, the Tutor System can be used forboth real facility and VF learning and training
undetermined coefficients we try the particular solution Qp(t) = (Acos10t + B sin10t) Qp’(t) = -10 Asin10t + 10B Substituting in Equation (1.10) and comparing coefficients we get A = 84/697 and B = 64/697 So a particular solution is Qp(t) = 1/697(84cos10t + 64 sin10t) (1.12) So the general solution is Q(t) = Qc(t) + Qp(t) (1.13) Q(t) = e-20t (c1cos15t + c2 sin15t) + 1/697(84cos10t + 64 sin10t) (1.14) Since I = dQ/dt, Differentiating Equation (1.14) and substituting the given the initial condition Q(0) = 0, we determine c1 = -84/697, c2 = -464/2091 Thus the formula for the charge is Q(t) = Q(t) = e-20t (-84/697cos15t - 464/2091 sin15t) + 1/697(84cos10t + 64 sin10t) And the
/30), and communication (18/30). Five students made a point to say they liked theflipped classroom structure, though the questions made no mention of it, and more than half ofthe students had something positive to say about the class. For example, Student 8 said, “Ireally enjoyed the flipped classroom style of learning and benefited from it. I thought it createda more comfortable learning environment in class and allowed students to learn in their ownway at home.” Similarly, Student 2 wrote “…during this semester I found team work is reallymore interesting than working individually.”Figure 3. A) Average frequency of answer for the pre-tests and post-tests for the participant university. Class size: 30. B)Average frequency of answer for the
(b) (c)Figure 3. Simulink® model of a fermentor of yeast ethanol fermentation(a) Model interface; (b) Simulink® model; (c) Simulation results 4. Analysis of Biological Systems (BE 835). All lectures were taught in a computer lab where each student had two monitors. Class washeld Tuesday and Thursday, 4:10-5:30pm. The first half of the course, the forward problem,was taught using this textbook [4] . The main topics taught were numerical techniques tointegrate the area under functions; to do root-finding, and to solve systems of ODEs for initial-value and boundary-value problems for linear and nonlinear ODEs, using ode45 and the finite-difference method. The finite-difference method for a
account that there is statistical variation ismaterial properties such as yield strength. Finally, students have to be reminded thatcomputer tools (such as Finite Element Analysis) are good, powerful tools – but that theyshould not be trusted blindly – they still rely on assumptions, and require that the userproperly describes the geometry and material, and properly applies the loads.Finally, much of the content of this course used to be in the junior year. However, studentscomplained that there was too much time between the introduction of this content and theircapstone projects. As such, the course was moved into the senior year to be concurrentwith capstone during a recent curriculum revision.REFERENCES[1] Estell, J. K., Jaeger, B., Whalen
appeals.References: 1) Hoekje B, Linnell K. (1994) "Authenticity" in Language Testing: Evaluating Spoken Language Tests for International Teaching Assistants, TESOL Quarterly, Vol. 28, No. 1, pp. 103-126. 2) Isaacs T. (2008) Towards Defining a Valid Assessment Criterion of Pronunciation Proficiency in Non-Native English-Speaking Graduate Students, Canadian Modern Language Review, Vol. 64, No. 4, pp. 555-580 3) Norris T. (1991) Nonnative English-Speaking Teaching Assistants and Student Performance, Research in Higher Education, Vol. 32, No. 4. 4) Rubin, D.L., Smith, K.A. (1990) Effects of Accent, Ethnicity, and Lecture Topic on Undergraduates’ Perceptions of Nonnative English-Speaking Teaching Assistants
Academies for Middle School and High School Women. WEPAN 2003 Conference. Chicago, IL. June 8 – 11, 2003.19. Denner, Jill; Werner, Linda; Bean, Steve; Campe, Shannon. (2005) The Girls Creating Games Program. Frontiers: A Journal of Women Studies 26 (1): 90-98.20. Leaper, Campbell; Farkas, Timea and Spears, Christia B. (2012) Adolescent Girls’ Experiences and Gender-Related Beliefs in Relation to Their Motivation in Math/Science and English. Journal of Youth and Adolescence. 41 (3): 268-282. Page 24.514.14
" (in German), Mathematische Annalen 100 (1), pp. 32- 74, 1928]9. J. von Neumann, "Theory of self-reproducing automata", edited by A. W. Burks, University of Illinois Press, Urbana, 196610. S. Ulam, "Some ideas and prospects in biomathematics", Ann. Rev. Bio. 12, pp. 255-257, 197411. S. Wolfram, “Statistical mechanics of cellular automata”, Rev. Mod. Phys. 55 (3), pp. 601-644, 1983 Page 24.904.1412. J. Hardy, Y. Pomeau, and O. de Pazzis, "Time evolution of a two-dimensional model system: Invariant states and time correlation functions", J. Math. Phys. 14, pp. 1746-1759, 197313. U. Frisch, B. Hasslacher, and Y. Pomeau
/medium-density fiberboard (MDF) (Figure4a), plywood/polycarbonate/thermoformed polycarbonate (Figure 4b), thermoformed polycar-bonate/aluminum sheet metal (not shown), and polycarbonate/aluminum angle/corrugated plastic(Figure 4c).(a) Extruded aluminum en- b) Thermoformed polycar- (c) Corrugated plastic andclosure design (outer di- bonate enclosure design aluminum angle enclosuremensions: 26” x 26” x 26”). (outer dimensions 26” x 24” design (outer dimensions x 20”). 27” x 27” x 27”).Figure 4: Several different CNC enclosure designs with the various different CNC ma-chines shown.Each material and design has inherent benefits; extruded aluminum and polycarbonate requireminimal
Instrumentation Data Center [7], for later use. The instrument takes measurements every second, writes 1-minutes averages into the database. The time stamp is Standard Central Time. It is also possible to download selected hourly data from MIDC 2. A calculated time-series Clear sky Global Horizontal Irradiance GHICLEAR-SKY[k], in synchronism with the measured GHIMEAS[k] time series. The former is calculated in solar time; the latter are obtained in standard time. Reference [8] offers a variety of methods to calculate the clear-sky irradiance. We have chosen one due to B. Harwitz, due to its simplicity. ∑ [ ] =∑ (1
technologically mediated social networks, it has become difficult to remainignorant of the realities experienced by people across the globe3. This social connectivityhas also made it easier for like-minded people to act on problems that they findcompelling simultaneously making the need and the motivation to act more apparent andurgent.The engineering community has responded to this call as evidenced in the emergence ofgroups such as Engineers for a Sustainable World (ESW)a, Engineers Without Borders(EWB)b and Engineers Against Povertyc. At the heart of these organizations is a desire tocreate an equitable, sustainable future by mobilizing engineers around the world to makemeaningful contributions to complex, global problems.Evidence from a number of
: (3)Where: Cb = Energy Storage Capacity E (d) = Daily Energy Consumption (Wh) D (d) = Maximum Allowable Depth of Discharge (DOD) N = Number of days of storage required V = Voltage of the battery systemStep 2: Determine number of Batteries N (b)To calculate the number of batteries required, we take the ratio of ampere hour (Ah) of thesystem battery bank to the Ah for the battery voltage. (4)Step 3: Determine the amount of current delivery over a period of 1-hr using a 48VDC, 847.22Ah storage bank. (5)Step 4: Determine the battery
class. and responsive.current period)Theoretical background and research methodsResearch questionsThe practice of “flipping lectures” is based on assumptions that students are able to learn certaintypes of knowledge and skills without instructional support while requiring instructionalinterventions for other learning tasks.13, 14 For example, students are expected to read and knowposted online lecture notes before coming to the classroom, but need instructional support forproblem solving and other activities. To design an instructional model that flips lectures, twoquestions need to be addressed: (a) what learning activities are suitable in “flipped classrooms”,and (b) what instructional interventions are required. We applied the
A B CFall 2012 (Before JTF Implementation) 41% 35% 24%Spring 2013 53% 44% 6%Fall 2013 47% 47% 6%Ease of learning: Students have expressed in a final class survey that they found learning easierwith the implementation of JTF tools. One of the interesting outcomes is that the students haveexpressed that they enjoy learning from the instructor as well as having some of the reviewsdone by the teacher’s assistant. It seems to be a strong combination to first teach the material,then reinforce it using another student, finally having them put the explanation in the studentsown words. One future goal of this project is to develop a database of
Paper ID #10939Use of Microsoft Testing Tools to Teach Software Testing: An Experience Re-portIng. Gustavo Lopez, Universidad de Costa Rica Gustavo Lopez is a researcher at the University of Costa Rica’s Research Center on Information and Communication Technologies (CITIC), where he has worked since 2012. He has contributed to several research projects on software testing and human-computer interaction, and he has also designed and taught training courses on topics related to software testing. Previously, he worked as a Software Engineer at a software development company in Costa Rica. He received his B.S. in Computer and
SectionsENSC 2113 Fall 2013PurposeCalculate internal force in a truss using the method of sections in truss analysis.Pre-lab questionWhat assumptions are made about trusses in rigid body mechanics?Set-UpParts Needed:(7) - #2’s(18) - #3’s(8) - #4’s(1) - #5(14) – gusset plates(1) – 5N load cell Page 24.718.15Assemble two sides of a space truss as shown in the following photo. Attach members usingsupplied screws, but keep connections loose. Connect the two sides together using the #2’s atpoints A, B, C, D, E, F, and G.Locate the load cell in the top chord of the truss (member AB) as shown. The #5 in the profilewill be replaced with two #3’s with the load cell in the
the new BME 201 course. ,-%$./%&!012%30&410"#5%&,"67%-%5%30&89&:$.21.;3/&<=.>>&89&?%.$&@%A#$%&.32&,B%$&@CD&EF(& & %"#$ 23-$4,-56&7$ 23-$4(8956&7$ !"#$%&'()*+& %"&$ !"#$ '()*(+(,-$ ./01(,$ '-01(,$Figure 2: Assessment committee scores of ABET student outcome performance in the designcurriculum following each graduating class through the curriculum and normalizing sophomoreyear performance. (!) Class of 2010–2013 average performance of all student outcomes having atraditional client-based design course for BME