tacklingadditional more challenging tasks. The mentors also observed that the girls were most excitedabout the paper circuits activity. The mentors attributed this to the creative aspect of the activity.The girls were very proud of their creations and no two looked alike.a) Have you ever been embarrassed b) Are you interested in math to ask a question in class? and/or technology Figure 10: Pre-survey results. a) What interests you most about b) What would you like to learn more about in technology? terms of engineering/computer science? c) Would you consider going into a math or technology-related major in college
Annual Conference and Exposition, 2014.2 ABET, “Criteria for Accrediting Engineering Programs, 2017-2018”,http://www.abet.org/accreditation/accreditation-criteria/criteria-for-accrediting-engineering-programs-2017-2018/#program3 R. Melnyk and B. Novoselich, “The Role of Andragogy in Mechanical Engineering Education,”in American Society of Engineering Education Conference and Exposition, 2017.4 M. Knowles, The Modern Practice of Adult Education. New York: Association Press, 1970.5 P. Mortimore and C. Watkins, Understanding Pedagogy and its Impact on Learning, SAGE,1999.6 M. Knowles, The Adult Learner: A Neglected Species, Houston, TX: Gulf Publishing Company,1973.7 Pembridge, James J., and Marie C. Paretti. "Student perceptions of
Creo demo completed example (A) (B) (C) (D) Figure 2 – Lecture Creo demo step-by-step example• Prior to the lecture, a Precision LMS unit had been assigned that addressed concepts, theory, and step by step practical examples on the creation of revolved features and patterns in Creo, and it was to be completed outside of class before lecture. The tutorials include videos and step-by-step instructions with detailed explanations as shown in Figures 3 and 4. Figure 3 – Precision LMS lesson on creating revolved features [5] Figure 4 – Precision LMS lesson on creating
system had been used successfully indocumenting knowledge acquisition among preservice teachers in a concept mapping test. Thesecond scoring system, Hierarchy Structure B, was developed as a methodological test forwhether more nuance and diversity in the map structures might be hidden by too few categoriesof complexity, see Error! Reference source not found.Fig 2. below. Two undergraduatesindependently scored the concept maps and did not compare their results with each other beforethis analysis. The scoring systems entails: 1. Shows a linear structure with no branching and spoke and wheel up to two nodes from the center. 2. Captures three simple forms with up to 2 nodes from center: branching off central node, one interaction
, Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio.[8] Morocz, R. J., & Levy, B., & Forest, C., & Nagel, R. L., & Newstetter, W. C., & Talley, K. G., & Linsey, J. S.(2016, June), Relating Student Participation in University Maker Spaces to their Engineering Design Self-Efficacy, Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana.[9] Noel, A., Murphy, L., & Jariwala, A. (2016). Sustaining a diverse and inclusive culture in a student runmakerspace. In Proceedings of the ISAM conference.[10] Wilczynski, V. & Hoover, A. (2017, September), Classifying Academic Makerspaces: Applied at ISAM 2017,Paper presented at the 2017 ISAM Conference, Cleveland, Ohio
minutes toone hour); however, interviews with youth in earlier iterations also revealed that they were notmotivated to iterate as they perceived their designs as “good enough.” In this implementation, wefound youth actively engaging in adding new constraints to their designs after testing them outand changing their designs to optimize them. For instance, when surveying the Disastervilletown, youth had to attach a camera to the UAV in such a way that they get the best footage of thetown. Youth kept checking the best camera angle, the most feasible camera position and eachtime they tested their design by flying the UAV over Disasterville until they were satisfied withthe video footage. Figure 4: (a) Design of a simple skyhook, (b) design of a
documented online at https://www.bucknell.edu/news-and-media/current-news/2016/august/follow-bucknell-engineers-on-an-educational-adventure-through-chile. 8As part of the trip, the students and faculty stayed in a Ruka (a large round, traditionalChilean structure) where they engaged in a Sustainable Development Challenge for fourdays. The format was similar to the Senior Capstone and K-WIDE described above, withone notable exception; The Ruka was out of cell phone range, did not have internetaccess and the nearest source of building materials was approximately 50 kilometersaway. Appendix B contains the two pre-assignments used to prepare students for
is a native of Dayton, OH. He is a proud graduate of Dayton Public Schools and Wright STEPP - Wright State University’s Science, Technology, and Engineering Preparatory Program (STEPP). Dr. Long’s research interests include: (a) students’ technology use, (b) diversity and inclusion, as well as (c) student retention and success, with a particular focus on students in STEM fields. He has conducted and published research with the Movement Lab and Center for Higher Education Enterprise (CHEE) at OSU. Dr. Long has assisted with research, funded by NSF, to study factors that broaden minority student participation and success in STEM fields, (award ID: 1132141). Dr. Long has taught undergraduates in the First-Year
; Exercise Routine Optimization Via Sensor Fusion; Crowd Sourced Environmental Monitoring; Managing Respiratory Disease with Wearable Devices; Physiological Monitoring for Childhood Asthma; Mobile Applications for Health Monitoring.Unique aspects of the REU program are: a) integration of sensor hardware and machine learningalgorithm research experiences, b) development of video streamed discipline-specific and crosscutting modules, c) requirements to produce and present reports in IEEE style, and d) training inpreparation of pre-disclosures.Assessment and evaluation was completed by ASU’s College Research and Evaluation ServicesTeam (CREST) in the Institute for the Science of Teaching and Learning. CREST conductedboth formative
.[8] J. Lave and E. Wenger, Situated learning : legitimate peripheral participation. Cambridge [England]; New York: Cambridge University Press, 1991.[9] V. L. Vignoles, S. J. Schwartz, and K. Luyckx, “Introduction: Toward an integrated view of identity,” in Handbook of Identity Theory and Research, vol. 1, New York: Springer, 2011, pp. 1–27.[10] T. Beam, O. Pierrakos, J. Constantz, A. Johri, and R. Anderson, “Preliminary Findings on Freshmen Engineering Students ’ Professional Identity : Implications for Recruitment and Reten,” Am. Soc. Eng. Educ., 2009.[11] B. D. Jones, J. W. Osborne, M. C. Paretti, and H. M. Matusovich, “Relationships among students’ perceptions of a first-year engineering
. 1, pp. 137-152, 2007.[19] B. Hanson et al., "Remote laboratories in the curriculum", IASTED Computers and Advanced Technology in Education, vol. 29 , 2008.[20] K. Trundle and R. Bell, "The use of a computer simulation to promote conceptual change: A quasi-experimental study", Computers & Education, vol. 54, no. 4, pp. 1078-1088, 2010.[21] L. Gomes and S. Bogosyan, "Current Trends in Remote Laboratories", IEEE Transactions on Industrial Electronics, vol. 56, no. 12, pp. 4744-4756, 2009.[22] C. Gravier, J. Fayolle, B. Bayard, M. Ates and J. Lardon, "State of the art about remote laboratories paradigms-foundations of ongoing mutations", International Journal of Online Engineering, vol. 4, no. 1, 2008.[23] J. Ma and J
acomprehensive understanding of what is happening for learners.AcknowledgementsThis paper is based on research supported by the National Science Foundation under Grant Nos.1433757, 1433645, & 1150384. Any opinions, findings, and conclusions or recommendationsexpressed in this material are those of the authors and do not necessarily reflect the views of theNational Science Foundation.ReferencesAtkinson, R.C. & Shiffrin, R.M. (1971). The control of short term memory. Scientific American, 225(2):82-90.Barzilai, S., & Zohar, A. (2016). Epistemic (meta) cognition: Ways of thinking about knowledge and knowing Handbook of epistemic cognition (pp. 409-424).Bendixen, L. (2002). A Process Model of Epistemic Belief Change. In Hofer, B
commonformats are A-scan, B-scan and C-scan presentations. Each presentation provides differentinformation and interpretation for the evaluation of the inspected material. A-scan is a simplepresentation of ultrasonic signal as a function of time. The vertical axis represents the amount ofreceived ultrasonic energy and the horizontal axis displays the elapsed time. The size of thediscontinuity can be estimated by comparing the amplitude of the signal obtained from andunknown reflector to that from a known reflector. The depth of the reflector can be determined byobserving the signal position on the horizontal axis. B-scan is an image showing the cross-sectionalprofile of the test piece. In the B-scan the travel time of the sound energy is showed on the
_random_numb use seedVal ers • Using %9 instead of %1034% 2_11_2_Success char letterStart; char letterStartA = 'a'; • Missing cin() ive char letterStartB = 'b'; • Missing cout() after _letters cin >> letterStart; cin() cout << letterStart; letterStartB = letterStartA + 1; • Missing incrementing letterStart
column represents the number of daysduring which the feature was available for the feature selection process, aside hundreds of others. Number of times Availability (out Feature selected (out of 7) of 7)(a) Number of compiler errors encountered in 6 7 assignment X(b) Error Quotient of the student 5 7(c) Binary variable - 1 if the student solved 4 7 assignment Y, else 0(d) Amount of time spent on assignment X
simplest case, given a new learning concept, ifstudent A considers it easy to understand, while student B considers it difficult to interpret,then the two students can be matched to learn from each other (i.e., student A teaches studentB). In a more complex scenario, students with diversified backgrounds can co-construct newcontextual understandings through peer-to-peer interactions. Within a small class where theinstructor knows every student well enough, peer instruction can be directly facilitated by theinstructor by means of manually forming study groups. However, this is no longer feasiblefor a large class that enrolls more than 100 students.Against this background, this paper presents a peer-to-peer learning platform (hereafterreferred to as
points of f(x).c) Intervals where f (x) is increasing and decreasing.d) Intervals where f (x) is convex and concave.e) Please draw the graph of f ( x ) = x x +1 by using the information you have in parts (a), (b), (c), and (d) if they are applicable.The written responses of the participants to this research question indicated misconceptions of first derivative,second derivative and limit knowledge. Students encountered difficulty in determining the intervals of increaseand decrease, determining the horizontal asymptote of the function, and sketching the horizontal asymptote onthe graph. The first derivative knowledge observed to be
presented at 2015 ASEE Annual Conference & Exposition, Seattle,Washington. 10.18260/p.24396 https://peer.asee.org/24396[7] Celis, S., & Huang-Saad, A. (2015, June), Students Seeking Different Paths toEntrepreneurial Education Paper presented at 2015 ASEE Annual Conference & Exposition,Seattle, Washington. 10.18260/p.24768 https://peer.asee.org/24768[8] Garland, J. R., & Auzenne, M. A., & Jacquez, R. B. (2015, June), The SummerUndergraduate Research Bridge Experience for Community College Students: ProvidingConnections from Community College to the Four-year Institution Paper presented at 2015ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.24913https://peer.asee.org/249132016 Papers[9] Gray, C. M., &
released for each institution is displayed by state. 7. The researcher only collected data for funds related to “Research Support” and discarded the data for “Education and Human Resources” and “Major Research Equipment”. A total of 1543 rows of data was extracted.On the other hand, mode 2 is represented through the dataset obtained from NSF I-Corps: 1. The researcher went to the website https://www.nsf.gov/awardsearch/advancedSearch.jsp 2. Search for element code = “I-Corps” 3. There is a total of three element codes corresponding to I-Corps: a. I-Corps - Sites 8046 with 17 rows of data b. I-Corps - Nodes 8045 with 73 rows of data c. I-Corps - Program 8023 with 295 rows of data 4. The
, and a 3V coin cell battery and holder. Thesystem is connected via Bluetooth to a phone and displays steps taken, the heart pulse throughthe wrist, and ambient temperature in an App. The App display is user friendly, allowing the userto reset parameters. The housing was chosen to be an iPod nano 7th generation case with Velcroattached to keep the holder positioned on the wrist. Figure 1 illustrates the system setupincluding the App display and the hardware setup. This project is supported by our internal grant. (b) The Self-Monitoring Health System Hardware Setup (a) Phone Application Display (c) The Self-Monitoring Health System Housing Figure 1 A
: Oxford University Press, 1989.[13] L. Bencze and D. Hodson, “Changing Practice by Changing Practice: Toward More Authentic Science and Science Curriculum Development,” Journal of Research in Science Teaching, vol. 36, pp. 521–539, May, 1999. doi: 10.1002/(SICI)1098- 2736(199905)36:5<521::AID-TEA2>3.0.CO;2-6[14] M. S. Rivera Maulucci, B. A. Brown, S. T. Grey and S. Sullivan, “Urban Middle School Students' Reflections on Authentic Science Inquiry,” Journal of Research in Science Teaching, vol. 51, pp. 1119-1149, Aug., 2014. doi: 10.1002/tea.21167[15] C. M. Cunningham and W. S. Carlsen, “Teaching Engineering Practices,” Journal of Science Teacher Education, vol. 25, no. 2, pp. 197-210, Feb., 2014. doi: 10.1007/s10972
projects initiated in their intro-ductory courses by leveraging resources available at the university such as seed funding for student-led projects and makerspaces that provide tools and resources to support project work.Structured LabsThe Photon from Particle1 is an Arduino-compatible development board with wifi-enabled cloudfeatures (see Fig. 1-a). The board is an ideal platform for an introductory course that allowsstudents to work on interesting and real-life projects. The lab module is organized into four pro-gressively more advanced labs (see Fig. 1-b). 1 http://particle.io (a) (b)Figure 1: (a) The Particle Photon on a breadboard. (b) The structure of the labs. The tones of
and a traditional classroom lecturewithin STEM education.2. Methods2.1. Sample Two junior level undergraduate courses accepted to take part in the study (Course A andCourse B), accounting for 70 students in total. Within this population are three primary degreesincluding mechanized systems management, biological systems engineering, and agriculturalengineering. All students were 19 years of age or older and provided consent to be included in thestudy. Only results for Course A are presented in this paper as Course B testing is still in progress.The study was approved by the UNL Institutional Review Board #: 20180117955EX.2.2. Intervention2.2.1. Lecture Material The curriculum developed for the in-class lecture was split into two
software engineering disciplines.References[1] van Hattum-Janssen, N., & Mesquita, D. (2011). Teacher perception of professional skills in a project-led engineering semester. European Journal of Engineering Education, 36(5), 461- 472.[2] Gider, F., Likar, B., Kern, T., & Miklavcic, D. (2012). Implementation of a multidisciplinary professional skills course at an electrical engineering school. IEEE Transactions on Education, 55(3), 332-340.[3] Johnson, B., & Ulseth, R. (2014, October). Professional competency attainment in a project based learning curriculum: A comparison of project based learning to traditional engineering education. In Frontiers in Education Conference (FIE), 2014 IEEE (pp. 1-4). IEEE.[4] Healey, M
engineer as technical writer and document designer: the new paradigm. ACM SIGDOC Asterisk Journal of Computer Documentation, 23(2), 57-61. 11 3. Yalvac, B., Smith, H. D., Troy, J. B., & Hirsch, P. (2007). Promoting advanced writing skills in an upper‐level engineering class. Journal of Engineering Education, 96(2), 117-128.4. Ortega-Sánchez, M., Moñino, A., Bergillos, R. J., Magaña, P., Clavero, M., Díez-Minguito, M., & Baquerizo, A. (2018). Confronting learning challenges in the field of maritime and coastal engineering: Towards an educational methodology for sustainable development. Journal of Cleaner Production, 171, 733
Paper ID #22105Misconceptions and the Notional Machine in Very Young Programming Learn-ers (RTP)Prof. Tony Andrew Lowe, Purdue University, West Lafayette (College of Engineering) Tony Lowe is a PhD student in Engineering Education at Purdue University. He has a BSEE from Rose- Hulman Institute of Technology and a MSIT from Capella. To pass the time between classes he works for Anthem as a software architect and teaches as an adjunct at CTU Online. c American Society for Engineering Education, 2018Misconceptions and the Notional Machine in Very YoungProgramming Learners (RTP)AbstractThis study looks at very
college project. (See Appendix A.) ● Whole Life Concept Project Paper - Citation Analysis - For all study participants, ENGR/ETGR 1201 professors shared electronic copies of their Whole Life Concept Project papers with the researchers for citation analysis. A copy of the Assignment Directions are included in Appendix B. ● Focus Groups - In the initial study design, individuals who met specific parameters (e.g., attended/ completed at least one information literacy activity OR did not participate in any information literacy activities) would be randomly selected and invited to participate in a focus group to discuss their research techniques and challenges. Focus groups were originally planned to
undergraduate study, which includes threecalculus courses, differential equations, a calculus-based physics course with a lab component, achemistry course with a lab component, and three foundational mechanics courses (Statics,Dynamics, and Mechanics of Materials). Additionally, Lower Division includes an introductoryME course, two ME integrated design courses with heavy project components, and a generaleducation course required for all freshman at UE. Minimum high school preparation for LowerDivision admission has been established to aid in accepting students that demonstrate potentialfor success in the program.Lower Division admission criteria are [8]: • Three-and-one-half years of mathematics with an average grade of B comprised of
the 11 ABET student outcomes focusing on professional skills (Table 7).However, the alignment requires interpretation, both of the ABET requirement and the list ofprofessional skills [3].Table 7: Mapping to ABET Criteria ABET Criteria Professional Skills (a) an ability to apply knowledge of mathematics, Able to adapt knowledge to new science, and engineering situations (b) an ability to design and conduct experiments, as Analytical well as to analyze and interpret data Confident tackling unfamiliar problems
disengagement.ReferencesBardi, A., & Schwartz, S. H. (2003). “Values and behavior: Strength and structure of relations,” Personality and Social Psychology Bulletin, vol. 29, no. 10, pp. 1207-1220, 2003.Boucher, K. L., Fuesting, M. A., Diekman, A. B. & Murphy, M. C. (2017). “Can I Work with and Help Others in This Field? How Communal Goals Influence Interest and Participation in STEM Fields,” Frontiers in Psychology, vol. 31, May 2017.Brown, E. R., Smith, J. L., Thoman, D. B., Allen, J. & Muragishi, G. (2015b). “From bench to bedside: A communal utility value intervention to enhance students’ science motivation,” Journal of Educational Psychology, vol. 107, no. 4, pp. 1116-1135, Nov. 1, 2015.Cheryan, S., Plaut, V. C