: Viewers like you. New England Board of Higher Education, 22(1), 26-28.8 Blickenstaff, J. C. (2005). Women and science careers: Leaky pipeline or gender filter? Gender and Education, 17(4), 369-386.9 Kohlstedt, S. G. (2004). Sustaining gains: Reflections on women in science and technology in 20th century United States. NWSA Journal, 16(1), 1-26.10 Blickenstaff, J. C. (2005). Women and science careers: Leaky pipeline or gender filter? Gender and Education, 17(4), 369-386.11 th Kohlstedt, S. G. (2004). Sustaining gains: Reflections on women in science and technology in 20 -century United States. NWSA Journal, 16(1), 1
. These areas oftendo not fit into just one field or discipline in scienceand engineering.The field areas reflect the six editorial boards thatassist the OEC (figure 2). These are primarily basedon science and engineering disciplines, but theaddition of research ethics and international ethicsallows special attention in those areas andencourages the disciplinary groups to focus more onmacro ethical issues. These groups also worktogether to address topics across groups, especiallyin regard to international and research ethics issues. Connecting ResourcesThe new site provides an enhanced method for Figure 2: Field areasviewing longer cases, papers, and coursedescriptions. This system makes use of a table of contents that includes
educators.In addition to the struggles of engineering students to achieve conceptual understanding, recentengineering graduates’ grasp of written communication and associated skills is often below thatexpected by their anticipated positions in the modern workplace8. Pedagogical research hasfound that writing assignments effectively facilitate learning by forcing students to exploreconnections and patterns in the studied material9,10. These benefits of writing assignments areenhanced in fields such as engineering, since students are rarely assigned reflective writing tasksand thus have few opportunities to develop associated abilities11,12. Current conceptual testinginstruments in the chemical engineering field generally involve multiple choice
students, even though it is a fundamental keystone of solar technologies. Totransform the way that the light interaction with materials is taught, structural visualization isapplied with virtually stacked planes consisting of dielectric, organic semiconductor, andmetallic electrodes through which EM waves propagate. In such frames as shown in Figure 1, thetransfer matrix method (TMM)15 isemployed since it enables precisedescriptions of EM propagation bytaking into account the cumulativeeffects of reflection and transmission atall interfaces and absorption in eachlayer of the system. After the matrixequation is numerically solved, thedistribution of the EM field, localenergy dissipated in the material by useof the Poynting formula, and the rate
followingobservations may downplay the importance of advanced mathematics in third and fourth yearcourses. Additionally, because the sample has focused on only one institution so far, our resultsmay not be reflective of faculty perceptions at other institutions. Specifically, many of ourengineering department faculty are applied mathematicians and scientists who switched toengineering rather than engineers by training. Additionally, our institution is a top five, highlyselective engineering program which may skew the expectations of our faculty on students’abilities.4. ResultsFaculty described a range of desired mathematical skills and attitudes when describingmathematically mature students. A mathematically mature engineering student has fast
distanceinformation across the CAN bus. The ultrasonic distance sensor is connected to the transmittingnode. This node will send the distance of the obstacle from the sensor across the CAN bus to areceiving node, which will print the distance (in cm) on the serial monitor. Ultrasonic sensorsconsist of a transducer which is used to transmit the sound pulse and also to receive the echo thatis reflected. Ultrasonic sensors are used to detect the presence or absence of a target componentby using reflected and transmitted ultrasonic waves.Fig. 3: Simple configuration setup with the two nodes and the sensor.Experiment #5: Multi-node CAN network and message filteringObjectives: Students setup a CAN network with more than two CAN nodes. Many CANnetworks operate with
proponents of “design-based” coursework throughout the curriculum to provide students more opportunities toexperience more realistic problems.With regards to team dynamics, most teams reported positive interactions. In peer evaluation 1,only three of the 21 senior design teams made comments indicative of conflict (communicationproblems, uneven workload, etc.). In peer evaluation 2, however, that increased to one third (7 of21) of the teams having one or more comment suggesting a team dynamic or cohesion issue.This increase in reports of negative team-cohesion may be reflective of end-of-term stress andfrustration of working under pressure potentially captured by the timing of peer evaluation 2.Only one team, Team B, reported team dynamic issues in
exercises described below offer a new method of challenging students to create threedimensions from two. These exercises are a powerful and effective way to help engineering andarchitecture educators teach spatial visualization.Most of the 3-D visualization exercises currently being used by students in Design and Graphicsclasses present the objects in isometric views already in 3-D, asking the viewer to create multipleviews, fold patterns, manipulate, reflect, or rotate them. Exercises present the objects inincomplete multi-view projections, and ask the students to add missing lines. They use mostlyreal 3D objects that are easily recognizable to help the student correlate 2D with 3D.This new method uses a different approach. Each view of the solid
diverseteams; to reflect and act ethically; to engage in lifelong learning; and to design in context.However, there are few courses in engineering curricula that could encompass all thesecompetencies in one single course. “Construction Regulations and Organizational Management”is a graduate/senior level course that is designed and introduced to the Civil Engineeringcurriculum with these objectives in mind. A Project-Based-Learning (PBL) course in nature, thefirst module of the course engages student teams to research on the engineering entrepreneurshipand the required regulations for starting a design/construction firm either in the United States orinternationally. As the course progresses, the students will make presentations on safety,environmental
(2010-2012) (2013-2015) 4.14 4.24 Overall Assessment 4.22 4.03 Score 4.22 4.24 Average 4.19 4.17 Standard Deviation 0.04 0.12Table 3. Assessment of the capstone course final project grades. The data reflect studentperformance before and after implementation of 3D printing. Assessment values are basedon a Likert scale of one to five, with five representing the maximum positive score
Figure 1: Study ProcessLearning StyleWe relied on the Index of Learning Style (ILS) that assesses preferences on four learningstyle dimensions using a model developed by Felder and Silverman12. The model defineslearning style as ‘the characteristic strengths and preferences in the ways individuals take inand process information’ and asserts that individuals have preferences along four bipolardimensions: Active-Reflective, Sensing-Intuitive, Visual-Verbal, and Sequential-Global.Hawk and Shah have described the styles as follow 8. Active learners prefer doing things,particularly in groups. Reflective learners work better alone with time to think about the taskbefore doing it. Sensing learners like facts, data, and experimentation and work well
Society for Technology in Education7. Engineering is a part of STEM, and as such“engineering as an iterative process that utilizes math tools and scientific knowledge to solveproblems is reflected in various degrees throughout existing standards documents [throughoutthe U.S. states]”8. Accordingly, the NGSS standards3 includes engineering practices. Thus,STEM content is currently ingrained in the U.S. K-12 educational system, but where does CSplay into this K-12 picture?It has been shown that CS is both an art and a science9, and in January 2016 President Obamalaunched an initiative “to empower a generation of American students with the computer scienceskills they need to thrive in a digital economy”10. Research shows that up until this point a
design in their respective field.The American Association of Engineering Societies (AAES) and the World Federation ofEngineering Associations state that engineers “strive to comply with principles of sustainabledevelopment”5 and “maintain and continuously improve awareness and understanding ofenvironmental stewardship, sustainability principles and issues related to your field of practice.”6 To prepare students for future professional practice, FGCU along with many otherinstitutions of learning, has an increased focus on sustainability in engineering with drivingforces present to incorporate concepts of sustainability into the undergraduate curriculum. Thegeneral topic of sustainability integration in engineering curricula is reflected
the online enrollment. A clearly underserved constituency is active military and veterans whoconstitute about a third of the online enrollment (and less than one tenth of the face-to-faceenrollment). Another difference is that only about 15% of the online enrollment consists ofstudents from Arizona, whereas about 75% of our face-to-face students are eligible for “in-state”tuition. This relative lack of online “in-state” students is by design. We believe that thetraditional on-campus face-to-face experience is especially valuable for recent high-schoolgraduates from our state and the tuition is structured to reflect this; online students are noteligible for “in-state” tuition.Figure 0: Enrollment in the BSE Electrical Engineering
session with theirSenior teammates who were working on their capstone projects. Sophomores were also requiredto write a reflection paper which demonstrated their knowledge of the project. This limitedinteraction was designed to expose the Sophomores to the fully open-ended nature of a capstoneproject without imposing an undue burden on the Seniors, who are typically time-constraineddue to project expectations.Post review of PBL artifacts, journals, and surveys highlighted several positive outcomes fromthe PBL activities as well as several areas needing improvement.15 Scholars stronglyacknowledged the perceived benefits of working in teams, managing and conducting open-endeddesign projects, and gaining pre-exposure to subsequent capstone
college directly from high school.In this paper we describe how our program connected transfer students with university staff,faculty and resources. To date, this program has a 100% retention rate, with the exception of onestudent on an official leave of absence, and a projected 100% graduation rate with 91% of thestudents already graduated. In addition, approximately 22% of scholarship graduates arepursuing graduate degrees.IntroductionBoise State University’s College of Engineering was founded nearly two decades ago inresponse to regional demand for engineering education from industry leaders. The College ofEngineering student body now comprises approximately 3,000 students, reflecting approximately15% of the university’s enrollment. In 2014-15
who have decided topursue a computer science and engineering education.Retention of computer science and engineering students is a major problem at many institutionsof higher education. Retention issues have a big impact on the colleges and universities in avariety of areas such as academic affairs, student services, and even recruitment of newengineering students. Nowadays, graduation rates are published and lower rates reflect poorlyon an institution of higher education. Because of these reasons and more, colleges anduniversities have turned their attentions to finding new ways to retain the students that do enrollin their computer science and engineering programs.In order to increase the retention rate of our Computer Science, Computer
counting instruments shown in Figure2. The device uses sensors running across the roadway to count the number of vehicles that passover that given section. Figure 2 California Traffic Counting DeviceThe annual average daily traffic, or AADT, is the average count based on the number of daysdata was collected. The counts only reflect weekday counts, and collections are not made onmajor federal holidays.[7] Peak hour counts reflect the average maximum hourly counts of thegiven routes. In the San Diego metro areas, these peak times are between the hours of 7:00amand 9:00am and 5:00pm and 7:00pm.Predictive ModelingBefore data visualization, the automobile traffic data needs to be converted to greenhouse gasvolumes and used
, but never before did the panels havethis specific structure or the targeted questions. She was very pleased with the questions and thetypes of specific information the questions elicited from the panel. In the ENGR 101 class,students received a follow-up reflection assignment intended to promote the sense-makingprocess in student engineering identity development. The assignment was composed of thefollowing questions: 1. Based on what you learned from the panel, what do undergraduate students need to know and do to become good engineers? Which of these things are already areas of strength for you? 2. What kinds of qualities or skills do you want to strengthen while you are in school to help you become an engineer? 3. What
importance of considering team composition variables when grouping students into projectteams. Second, it calls attention to the temporal nature of exploratory and exploitative learningactivities. Third, it suggests future research is needed to examine the implication of theselearning activities on outcomes other than innovation (e.g., individual learning, project grades,team potency).IntroductionEngineering educators implement team-based project work expecting it will lead to interpersonalskill development, knowledge sharing, information dissemination, and individual and teamlearning. Unfortunately, practice has outpaced research, reflected in a lack of studies on teamlearning processes1, and a call for more research on team-level learning
was always available whenever a break was neededfrom the main project or if an intern wanted to work on their soldering skills.Methodology: Assessment of Innovation as a ProcessWe assessed the overall impact of the internship as a learning intervention to supportmultidisciplinary group participation in innovation and individual learning achievements byapplying three different instruments: a) an exit survey focused on relationships betweenemergent group-dynamics and evidence of innovation-in-practice b) regular “audio-diary”journal entries recorded by participants in response to a weekly repeating prompt c) focus groupexit interviews that prompted participants to not only reflect on what they had gained from theexperience but challenged them
your students engage in the following learning activities? Defining a problem when given probable scenarios Brainstorming Exploring multiple solutions to a problem Evaluating criteria or constraints to a problem Designing models or prototypes Building physical models or prototypes Testing possible solutions to a problem Communicating solutions to a problem in written format Communicating solutions to a problem in oral format Communicating solutions to a problem by formal presentation Reflecting in a notebook or journal Developing a design portfolio Critiquing their own work Critiquing other students' work Reworking solutions based on self or peer evaluation Listening to
groups are not synced, so times do not line up with each otherperfectly (up to 5-minute offsets are likely). The bottom group, Julian and Alex, only have sixcoded turns; this group was difficult to hear on the camera because they spoke very softly,answered many facilitator questions with “I don’t know,” and spent much of the task time offtask building “launchers.” Even so, they had the most successful designs of any group (threeunique designs, one was tested twice).Note that ideas, factors, and designs are related but distinct. While ideas are often reflected indesigns, designs include a multitude of ideas of varying scale, many of which are not explicitlyexpressed. Ideas may or may not be expressed as factors about a design or the test related
encouraging and showed the benefits of VOLTA. Theeffectiveness assessment showed VOLTA students performed better thanthose of traditional lab students in eleven pairs of similar tests. VOLTA students were taught in asimilar way as the traditional lab students, except without any handouts. Outside the lab,VOLTA students obtained help from VOLTA any time and from TAs during office hours. Thetraditional lab students got help from TAs only. VOLTA students received a greater amount ofhelp compared to the traditional students, which was reflected in the effectiveness analysis.The Spring 2015 version of VOLTA achieved p < 0.001, which was much better than the Fall2014 version.The Spring 2015 version of VOLTA had one new feature “Hardware Help”, which
engage students inlearning and allow translation from conceptual knowledge to practice. We propose to use Model-Eliciting Activities (MEAs) to develop students’ representational fluency in the cybersecuritydomain. MEAs are activities that intent to simulate real-word client-driven scenarios. And thesuccess of these MEA activities rely on teamwork and the students’ abilities to apply concepts.Properly constructed and implemented MEAs can increase the use of: (1) student reflection toolsin assessments, and (2) learning technologies. MEAs require students to iteratively build, test andrefine their knowledge by encouraging students to build different forms of representations andconnect and translate among them [3]. These activities focus on
currently included in the CCW framework, such as spiritual capital. Thus,we believe that our work has the potential to extend these frameworks.AcknowledgementsThis material is based upon work supported by the National Science Foundation (NSF), undergrant number 1463808. Any opinions, findings, and conclusions or recommendations expressedin these findings are those of the authors and do not necessarily reflect the views of the NSF.References1. Frehill LM. The Gendered Construction of the Engineering Profession in the United States, 1893-1920. Men Masc. 2004;6(4):383-403. doi:10.1177/1097184X03260963.2. Pawley AL. What counts as “engineering”: Towards a redefinition. In: Pawley AL, Riley DM, eds. Engineering and Social Justice: In
stand behind morals and ethics (n=2) • You must take into consideration all who might be effected by your work (n=2)From these responses we can see that some students were less influenced by the course when itcame to changing their outlook. It is unclear whether the lack of influence reflects that somestudents came into the course already sharing the viewpoint presented and their views did notchange for that reason or whether some inherently disagreed with the notions communicated inthis course and the course did not change their minds. These results may also indicate that greaterrepetition of these messages is necessary before the ideas take hold and they begin to mold moreclosely held beliefs such as their world views. Some examples of
, promotingracial understanding, and helping others in need) are more associated with personality traits. A T-test did not confirm that any of the changes were statistically significant. Possiblereasons may be attributed to: we were unable to match the results of individual participants fromtime 1 to time 2—all responses were anonymous and we did not include a way to match time 1and time 2 responses for each participant; the sample size at time 1 (n = 84) was noticeablysmaller than the sample size at time 2 (n = 115); the time between surveys was only 3 weeks;apart from requiring field observations and testing prototypes with actual children, no otherinterventions were made to promote self-awareness or social-awareness (e.g. critical reflection
engineer- ing philosophy and literacy. In particular how such literacy and competency are reflected in curricular and student activities. c American Society for Engineering Education, 2016 Initial Results in Developing an Engineering Reasoning Assessment for General EducationDespite the importance of technology to our well-being and the significance of engineeringprinciples to economic prosperity, limited work has been done measuring the degree to whichundergraduate students possess a broad understanding of the principles, products, and processesof technology. While assessments of learning gains within courses that form part of anengineering major have been developed under ABET
numbers were really so huge, I offered him a story, referencing the film The Matrix, and the overarching goal of our work to save the planet with clean energy. “Remember what the Oracle said to Nemo,” I began, then spoke to him directly: “You’re not The One, kid. Sorry.” He quipped, respectfully and with a lop-sided grin: “But he was The One.” Everybody on the team chuckled. It was a turning point for this student, and his progress accelerated after that and concluded with rock-solid engineering work.Almost every student had some level of anxiety which is reflected in the results of a surveyconducted 6 months after the conclusion of their internship. It is clear that the students did notfully appreciate that