), wedid not find any empirical studies regarding effects of ASK systems on educationaloutcomes in our literature review. Nonetheless, the ASK system design provides an idealframework for practical implementation of the learning theories that guided the designand development of the RPT curriculum. ASK systems are well-suited for accessingcourse scenarios in the form of stories (cases) and for embedding authentic activities(anchoring tasks) within those scenarios.ASK systems share three common characteristics: 1) categorization of links betweentexts; 2) implicit domain theories distributed between content and reader; and 3)automatic generation of links between texts for large ASK systems (Fitzgerald; Wisdo1994). Categorization of links between
degree in four-year colleges. Research indicatesthat the majority of engineering students come from at least a middle-classbackground. Thus, for first-generation and economically disadvantagedstudents class is an obstacle because they lack the middle-class culturalcapital needed to succeed academically. The research question for this study is the following: What is therole of problem-oriented pedagogical strategies in developing theprofessional identity and technical capital among community collegestudents in advanced technological education? In this paper, we argue thatlack of cultural capital can be mitigated by helping community collegestudents acquire a professional identity. Furthermore, in addition to culturalcapital, we argue that
AC 2008-297: IMPLEMENTATION OF CAD/CAM/CNC CURRICULUM USINGMASTERCAM X SOFTWARE IN TECHNICAL PROGRAMSFarzin Heidari, Texas A&M University, Kingsville Page 13.702.1© American Society for Engineering Education, 2008 Implementation of CAD/CAM/CNC Curriculum Using MastercamX Software in Technical ProgramsIntroductionOne of the major contributions to the growing acceptance of Computer Numerical Control(CNC) has been the development of Computer Aided Manufacturing (CAM). A ComputerAided Manufacturing (CAM) program uses a CAD drawing, and then adds the cuttingparameters to generate the CNC program.MastercamX is PC-based CAD/CAM software, which
Pro/Engineer CATIA Autodesk InventorAmong all the above mentioned tools, SolidWorks is the most widely used software in industryand also it is taught to students in most of the educational institutions. Hence it is selected to beused as training tool in this paper.SolidWorks is a 3D parameterized design tool, focusing on Para-solid inclined solid modellingenvironment.1 Drawings in SolidWorks can be worked out from previous assemblies or assemblyportions. View generations are automatic and acquired from the solid model itself. Tolerances,notes and dimensional feedbacks, as per the requirement, can be added later on. Modules can beprepared on all standard orientations and layouts like ANSI, ISO, JIS.SolidWorks can
AC 2008-773: DATA MANAGEMENT FOR OUTCOMES AND ASSESSMENTBertram Pariser, Technical Career Institute, Inc.Cyrus Meherji, Technical Career Institute, Inc. Page 13.350.1© American Society for Engineering Education, 2008 Data Management for Outcomes and AssessmentAbstractOur college faculty has been inundated with requests for data concerning Outcomes and Assessments. Often thequestion on most of the faculty minds is what is the purpose of keeping all this data? Will it improve the qualityof education that we provide? This question is academic because Middle States and Tac Abet are veryconcerned and required analyses of Outcomes and Assessments.To comply with
AC 2008-589: ADDRESSING FACULTY DEVELOPMENT AS A VITAL STEP INTRANSFORMATIONAL CHANGE TO IMPROVE ENGINEERINGTECHNOLOGY AND TECHNICIAN EDUCATIONElaine Craft, Florence-Darlington Technical CollegeJoshua Phiri, Florence-Darlington Technical College Principal Investigator, SCATE National Resource Center for Expanding Excellence in Technician Education and Instructor of Physics, Florence-Darlington Technical CollegePatressa Gardner, Florence-Darlington Technical College Project Manager, SCATE National Resource Center for Expanding Excellence in Technician Education and Business/Industry Liaison, Florence-Darlington Technical College
of 20 general education requirements. Although 20 credits is agood start to any degree, it benefits the students far more if they can transfer into a 4-yearprogram with at least a year of coursework completed. In order to include more transferablecoursework into a technical degree, the focus should be on choosing courses that are dualpurposed to meet transfer requirements as well as prepare students for industry.Figure 1 illustrates the general foundation of the AAS-T degree and how it works to both preparestudents for industry and well as for transfer. It is important to note that by including generaleducation courses in math and science, we are not only preparing students for transfer but arehelping them to build a strong foundation in
England Board of Higher Education at http://pblprojects.org.Each STEM PBL Challenge contains five main sections: 1. Introduction - An overview of the topic to be explored 2. Company/University Overview - An overview of the organization that solved the problem to set the context of the problem 3. Problem Statement - A re-enactment of an authentic real-world problem as originally presented to the organization’s technical team 4. Problem-Discussion - A password-protected re-enactment of the brainstorming session engaged in by the partner organization’s technical team 5. Problem Solution - A password-protected description of the organization’s solution to the problem Figure 2 – Selected frames from a
year 2002 somesixty-three community colleges had received grants that directly addressed the IT workforcetraining needs of their local communities [1]. To a great extent, the success of this program wasdue to the vision and generous philanthropy of the Microsoft Corp., the expertise of the AACCmanagement team who oversaw the program on a day-to-day basis, and the dedication of thecommunity college faculty and administrators that took part in the mentoring process.It should be noted that prior to the Working Connections program and the start of the NationalScience Foundation’s Advanced Technology Education (ATE) program in the early 1990’s, mostcommunity college faculty worked in relative isolation with very little contact with colleaguesthat
colleges and higher education, in general. She is a member of the National Society of Black Engineers (NSBE) and Society of Women Engineers (SWE). c American Society for Engineering Education, 2017Gaining the Competitive Edge in Proposal Submission to the National Science Foundation Advanced Technological Education Program (NSF-ATE): Mentor-Connect Abstract Securing external funding to improve or expand engineering technology and related programs is increasingly essential as state funding for two-year technical and community colleges plummets nationwide. Grants often provide the impetus and means for innovation that would not otherwise be possible. The National Science Foundation Advanced
teacher professional development, Journal of Teacher Education,60(1), 8-19.vii Hirsh, S., & Killion, J. (2009). When educators learn, students learn: 8 principles of professional learning. Phi Delta Kappan, 90(7), 464-469.viii Brown, J. (2012). First in the world, community colleges and America’s future. United Kingdom: Rowman and Littlefield Publishing Group, Inc.ix Oblinger, D., & Oblinger, J.L. (2005). Educating the net generation. EDUCAUSE.x Johnson, L., Adams Becker, S., Cummins, M., Estrada, V., Freeman, A., Ludgate, H. (2013). Technology Outlook for Community, Technical and Junior Colleges 2013-2018: An NMC
). This unique scaffolded approach provides students with thenecessary resources, tools and support to guide them through a developmental continuum aimedat minimizing the stress and anxiety often encountered by students engaging in PBL for the firsttime. Each PBL Challenge contains five main sections that are illustrated in Figure 2: 1. Introduction - An overview of the topic to be explored 2. Company/University Overview - An overview of the organization that solved the problem to set the context of the problem 3. Problem Statement - A re-enactment of an authentic real-world problem as originally presented to the organization’s technical team 4. Problem-Discussion - A re-enactment of the brainstorming session engaged in by the
for an AS degree.It is also the author’s opinion that the depth of knowledge in the area of contemporary issues isgoing to be less in an AS degree program than in a BS degree program, particularly if thisknowledge if primarily obtained through the student’s general education courses. A typical ASdegree program requires only one third to one half of the general education credits of a BSdegree program. This depth requirement is addressed somewhat through Criterion 5, section c,of the ASAC criteria which states that the “curriculum must include a general educationcomponent that complements the technical content of the curriculum and is consistent with theprogram and institution objectives.” Thus the program can define its objectives such that
, Thermodynamics, Dynamics • Electrical Engineering – Introductory Circuits (non EE majors), Advanced Circuits (for EE majors), Intro to Digital Systems • Other Engineering – Numerical Methods, Technical WritingInstructors at Pima have advanced degrees in engineering fields (MS and PhD), generally haveextensive industry experience, and focus largely on teaching. Class size for engineering classesare typically in the 10’s and 20’s. There are 4 campus locations, but most engineering classesare offered only at the West Campus location.There is a formal articulation agreement that is posted on the Arizona Community College StateSystem website. The Community Colleges submit syllabus and course materials to the systemand the equivalency is
learning community, and also aided in the management of the supervised study sessions. Thefaculty members met daily with Study Leaders to coordinate course assignments with afternoonactivities. Page 13.1227.3Enrollment AnalysisAn overview of the application and enrollment history of the EDGE Program is presented inTable 1. The trend in student participation reflects an evolving focus on the composition of thecurriculum and the readiness of our target population. More detailed analysis by gender andethnicity the 2007 program is given in Table 2. There are no apparent trends in the applicationdata. Gender and ethnicity distributions have remained
the Director of Academic Technologies at the University of Texas at El Paso. He has had experience in learning in both a traditional university program as well as the new online learning model, which he utilizes in his current position consulting with faculty about the design of new learning experiences. His experience in technology and teaching started in 1993 as a student lab technician and has continued to expand and grow over the years, both technically as well as pedagogically. Currently he works in one of the most technically outstanding buildings in the region where he provides support to students, faculty, and staff in implementing technology inside and outside the classroom, researching new engineering
eight weeks. Theafternoon activities consisting of supervised study (SS1) and student success (SS2) sessions wereheld from 1:00 to 4:00 pm. Each class cohort was split into two smaller study groups, each witha designated Study Leader trained in group learning methods (similar to SupplementalInstruction) prior to the start of the program. The training also emphasized the value ofcollaborative learning and peer support, and explained the purpose and function of LearningCommunities. The SS1 sessions provided a supportive environment for students to worktogether on homework and group projects while building a sense of community and sharedsuccess. The SS2 sessions were one hour long and included the entire class, along with the SS1Leaders. These
SummerWorkshop.A similar effort conducted under the auspices of the NSF (National Science Foundation) andASEE (American Society for Engineering Education) in May 2013 involved a two-day workshopentitled: “TUEE: Transforming Undergraduate Education in Engineering”. The focus of thisworkshop, as a first phase, was “Synthesizing and Integrating Industry Perspectives”.Prior to the workshop, participants from industry and academia completed a survey regardingwhat they viewed as the most critical knowledge, skills, and abilities (i.e. KSA’s) that graduatesmust possess. Participants then segmented the KSA’s into Technical and Professional/Socialcategories through breakout sessions. Finally participants discussed salient changes in approachby both academia and
receive training in an Rensselar Politechnic Institute (RPI) clean room, the total cost will be $40/hour/class, which will fund a teaching, assistant ($15/hour) and the teaching assistant's clean room usage fee ($25/hour). The access to RPI and SUNY-Albany eliminates the need for new multimillion-dollar semiconductor specific laboratories at HVCC. Faculty – Twenty-nine contact hours of faculty load would be generated by the new courses required by the program. Existing faculty and/or adjunct faculty will teach the seven technical course electives in the area of Nanotechnology and semiconductor manufacturing technology (SMT). Other NYS research institutions (Rensselaer, University at Albany-Center for Thin Film Technology, RIT) have provided HVCC
, see list below.The following technical problems were encountered: Page 11.43.61) T1 connecting hardware was lost from a power surge (1 time);2) Video control on the remote end of the video conference system malfunctioned preventing view of the remote audience (2 consecutive class sessions);3) Audio transmission could not be established (2 times);4) Video stream became choppy due to sudden, unpredictable decreases in the data rate (more than 10 occurrences at different times and of variable duration);5) Conference connection suddenly dropped (2 times); and6) Student PC had to be rebooted to reestablish
: Introduction; Program Inception; CurriculumDevelopment; Data from Students and Potential Employers; Lessons Learned; and FutureDirections.II. Program InceptionThe development of the ICET degree was an outgrowth of several on-going projects underway atISU. During the summers of 2006-2010 ISU hosted an annual Community College Summit tohelp strengthen relationships between ISU and the community colleges in Iowa. All Presidentsand Academic Vice Presidents of the 15 community college districts were invited to the ISUcampus where they participated in general and break-out sessions on academic andadministrative issues, as well as discussed obstacles community college students face whencontinuing their education at ISU. The ISU President and the Provost
% 8The majority of participants experienced some level of change to their knowledge,understanding and/or comfort level, advising students to enter engineering fields. Thebiggest area of change noted by the participants involved feeling comfortable suggestingengineering and technical programs to students (56% expressed that this symposiumhad ‘greatly’ changed this for them). Ninety percent of the respondents reported thattheir knowledge about various fields of engineering moderately or greatly changed (44%moderate and 46% greatly).Part II: From a scale of 1 (not at all) to 10 (extremely) please rate howvaluable you found each of the symposium sessions and the symposiumas a whole:The average for all of the evaluations (52) Station
steps based on the traditional problem-basedlearning format: 1. The Challenge – The legacy cycle is a challenge based approach such that an appropriate challenge question is presented to motivate and engage students to explore. 2. Generate Ideas – Students explore their initial thoughts as well as ideas about the challenge, their current knowledge, and perceptions. 3. Multiple Perspectives – Experts from the fields provide their insights and potential perspectives related to the topic of the challenge without providing a direct solution. 4. Research and Revise – Educational activities such as lectures, homework, labs, and readings are designed to assist students conducting research on the challenge, with
. Page 24.1151.3 AAS Degree in Electronics with Systems Specialty Certificates Photonics Robotics Biomedical Instrumentation Specialty Specialty Specialty Specialty (3-4 courses) (3-4 courses) (3-4 courses) (3-4 courses) Electronics Core Curriculum General Education, Mathematics and Science Core Curriculum Figure 1. Systems Technician Curriculum ModelAn Example of Implementing the Systems Technician CurriculumPrior to 2005, Indian River Community College (now Indian River State College) offered atraditional Electronics Engineering Technology AAS degree program
Page 23.1266.5have been extremely helpful with scheduling future coursework. This is not a trivial task fortransfer students who have completed all of their general education coursework and is furthercomplicated by strings of course prerequisites. This is also an opportunity for the students todevelop relationships with faculty, which they perceive to not be as approachable as thecommunity college faculty.ObservationsAt the end of the first semester, a focus group is held with the USA-LINK students. Severalissues have been identified in these sessions: advising, faculty approachability, homeworkand exam frequency, campus resource availability, as well as personal/family problems. Formany students, including high academic achievers, the
supervised study sessions. The facultymembers and Study Leaders met daily to coordinate assignments and afternoon activities.Enrollment AnalysisAn overview of the application and enrollment history of the EDGE Program since its inceptionis presented in Table 1. EDGE COHORT YEAR: 2003 2004 2005 2006 2007 2008 APPLICATIONS RECEIVED FEMALE 57% 47% 44% 43% 43% 41% MALE 43% 53% 56% 57% 57% 59% Total 35 112 52 98 92 59 COMPLETE APPLICATIONS FEMALE 60% 43% 49
in each state. Initial Research into the MCCP model The program has shown some impressive success in early evaluations. In Washington, researchers from the State Board for Community and Technical Colleges (WASBCTC) compared MESA students to all STEM graduates in the community college system and found MESA graduates were more diverse (Washington State Board for Community and Technical Colleges, Math Engineering Science Achievement, November, 2016). They were more likely to be first generation college students (47 percent compared to 43 percent), and they were 7more likely to be women (30 percent compared
of how they would design their own websites. This assignment provedto be somewhat technically challenging due to learning how to create a website. The realdifficulty of this assignment laid in the number of options in formatting their page, the imagesused on their page, and the general layout of the page. A collage of their webpages is given inFigure 5. Again the overall quality of the pages was generally high. The course also developedits own website, depicted in Figure 6, which provides links to the students’ presentations, links totheir websites, and some background information concerning the students themselves. Figure 6. Images of the class website.4.0 Student Retention and Student ReactionAs the course
were to: Make the assessments of student submissions more formative instead of merely summative; Provide timely formative assessments to students; Improve the quality of student work submitted; Have students more positively self-assess their attitudes toward technical skills as Page 23.606.8 measured by a survey instrument developed for the fall of 2011.Change in plans for fall 2012For the third semester in a row, one section had been scheduled for Fridays from 10 am – 1:45pm. A second section was scheduled for Thursdays from 1 pm - 4:45 pm.But in response to an increase in enrollments, in August of 2012 NECC, after
memorandum of understanding was obtained from each institution acknowledgingtheir participation in the TAMUK’s STEP project. The project’s internal evaluator collects andprocesses the TAMUK transfer data for the partnering institutions, assesses project data, andprepares reports for the project’s sponsor and for dissemination.Purpose There are three main objectives that the STEP program addresses. Objective 1 targets thenumber of community college SEM transfers. Objective 2 focuses on the enhancement ofstudent success. Objective 3 concentrates on improving persistence to degree completion for thepredominantly first generation and Hispanic students of South Texas. While all three objectivesare vital to the project, this paper discusses only