presents a study examining the effect of direct information fluency instruction in aMechanical Engineering senior capstone laboratory course. An experiment was designed wherethe students examined different drag reduction techniques on heavy vehicles. This topic wasselected because the students would be forced to carry out a literature search beyond their fluidmechanics textbook. The study was designed to examine a) students’ attitudes toward researchpractices and b) whether supplemental instruction activities in information fluency wouldproduce measurable improvements in the students’ information fluency skills. A researchattitudes survey given to the course corroborated past research that online tools are the preferredresearch tool and perceived
support a robust relational database management system. 5. Apply concepts of best practices in information technology management and security to enterprise processes. 6. Describe the ethical challenges that confront an IT professional 7. Demonstrate written and oral communication skills in collaborative environments by participating on teams that address solutions for IT management challenges. In this BS-ITM program, students learn theory, principles, and hands-on activities in the discipline through twelve one-month duration courses. Designated PLOs are achieved at the conclusion of the capstone project that span three months, covering areas of networking, wireless, database, client-server, information security, IT
world. Such appreciation and understanding can be taught toundergraduates, and is being taught in many literature, philosophy, history, language, math,music, and social science courses. But in general, civil engineering students have little exposureto the liberal arts or important professional skills. How little, and in what sequence andproportion, is the focus of this paper.Professional SkillsIn recent years there have been no less than 39 separate studies conducted into engineeringeducation by organizations such as ASEE, ASCE, the National Research Council, and theNational Science Foundation (Ernst 2001). Many of these studies point to deficiencies in non-technical areas, including the engineering graduate’s inability to communicate, work on
, Learning, and Culture. In her research, she is interested in the assessing STEM interventions on student outcomes, measuring academic growth, and evaluating the impact of curricular change.Dr. Karan Watson P.E., Texas A&M University Karan L. Watson, Ph.D., P.E., is currently a Regents Senior Professor of Electrical and Computer Engi- neering, having joined the faculty at Texas A&M University in 1983 as an Assistant Professor. She is also serving as the C0-Director of the Institute for Engineering Education and Innovation. She has served in numerous roles at Texas A&M University, including: Provost and Executive Vice President(2009-2017), Vice Provost (2009), Dean of Faculties and Associate Provost (2002-2009
emotional intelligence, andpoints out the particular usefulness of this competency for engineering students.This paper elaborates upon the following overview of EEI, providing examples of assignments,activities, student work, and evaluation strategies: The course itself begins by asking students toidentify their individual values and beliefs, and then to craft these into a Personal MissionStatement. The instructional team emphasizes self-awareness and personal motivations andhelps students build those insights into a Personal Development Plan that is revised throughoutthe semester. We then work on interpersonal skills: communication, empathy, service,collaboration, conflict negotiation, constructive discontent and influence. EEI concludes
Robots," SIGCSE Bulletin, 35(2), 2003:pp.191-201[8] Williams AB, “The Qualitative Impact of Using LEGO MINDSTORMSRobot to Teach Computer Engineering,” IEEE Trans. Education. Vol. 46 pp 206.[9] Pomalaza-Raez, C., and Groff, B. H., “Retention 101: Where Robots Go …Students Follow,” Journal of Engineering Education, vol. 92, No. 1, January2003, pp.85-90Author ’s Biogr aphy:Dr. Rathika Rajaravivarma is currently teaching at the NY City College ofTechnology-CUNY, Brooklyn, NY. Her interests and experiences includeComputer Communications, multimedia signal processing, mobile learning, andactive learning pedagogies. She can be reached atrrajaravivarma@citytech.cuny.edu 9
, though the specific tools and approaches could be very different. But then, critical challenges arise when models and simulations from different disciplinary tools need to ‘talk’ to each other. Getting them to ‘talk’ is not always easy, and even close to impossible in some cases. Students will definitely get exposed to discipline-specific tools later on, but by providing them a generic tool-agnostic approach to modeling and simulation, they will always be reminded of the need not just for individuals from different engineering disciplines to communicate with each other, but for digital models and data to interact as well. Even in large complex engineering projects, physical prototypes and mock-ups are giving way to digital
Engineer who supervises technical aspects of the design efforts,organizes meetings, and receives deliverables such as written reports and presentations. Thepedagogical approaches and assessment methodology adopted by the MDL at RPI have beendescribed in more detail elsewhere.[3] Through the MDL, a total of 19 senior-level undergraduate students worked on threemodular design projects as multidisciplinary design teams. A key aspect of the projectmanagement strategy was that chemical engineering faculty served as clients, furnishing studentswith required technical specifications and performance expectations. Communication betweenstudents and a client or project sponsor is a common (but not required) practice with MDLdesign projects. The
discussions among faculty members in interpreting EC2000 criteria. The“bean counting” culture of the classical ABET criteria dominated faculty understanding.Preparing for an ABET visit remained in their minds as the academic equivalence of El Niño—something to be weathered every six years until things go back to normal. Meanwhile, a certainnumber of professors continued to assume a limited responsibility in the students’ learningexperience considering that the role of a university professor is to lecture and not to teach.The students were also very far from the quality assurance measures set forth in EC2000.Learning remained teacher-centered and subject-based activity with one target: passing quizzesand end of semester exams.AAU concluded that a
ten year ago, one ofwhich is the ubiquitous use of technology. Despite its use, there is a need for more research on how assessthe impact of cyberlearning. Moreover, even though other metrics can be used for impact assessment,gains in student learning and other cognitive measures are among the most important. As we moveforward in exploring the potential cyberlearning has to transform undergraduate STEM education, thereare many issues, including security and privacy concerned, that must be addressed.Recommendations Based on the findings from the quantitative and qualitative data analysis, 17 recommendations areproposed as possible directions one could take with cyberlearning. (POs responses to the question aboutthe potential of
doesn’t seem as exciting as development from scratch. In addition,the second-year team faced two large challenges: working with business students as part of theteam and having to complete the work off-campus because of the COVID-19 pandemic.The collaboration between engineering and business students involved several events and duallab time to work on the project coupled with external communication. The marketing studentswere tasked with integrating into the Badger team to create marketing brochures, a poster, and amarketing pitch during the first semester engagement in the capstone project. The collaborationbetween the engineering and marketing students required getting to know each other, creating acommon vision for the visual materials, and a
torque in grams-centimeters. Results: Rather than using a scale, this lab uses calibrated weights to produce a load on the motor. A sample graph of the current vs. torque for this lab is shown below: Page 15.754.19Figure 13: Torque-Current CurveResults of Reformatted LabsStudents have expressed a strong satisfaction with the mobile labs. In general, engineeringtechnology students want to learn how to design and build equipment. They would much ratherbuild something themselves than only obtain data from existing equipment. The labs describedabove have also had a great impact on assessment. Figure 14 shows a multi-year assessment ofthe following
through the competition and others are focused on learning matters through thecompetition. The following references have been selected as examples of those focused on the learningexperiences through competitions. As mentioned by Schuster et al.10 competitions are a popular meansto engage students in design activities that extend beyond the curriculum. In their paper the keybenefits to engineering undergraduate students are discussed and they highlight the advisorinvolvement as a key role in both project success and student learning throughout the process. Stewartand Willy11 highlight the ways in which the continued participation in the Collegiate WindCompetition of the Department of Energy has allowed for an ongoing, enriching academic as well
and businesses, community colleges have already exhibited anchanges the way or means in which we learn, we must innovative level of responsiveness and leadership withunderstand the way in which we absorb knowledge [6]. Straub technology-based programming [8].” Owen and Demb focusnotes that, as humans, we must understand how education on higher education, but if social forces constantly nag us withtechnologies contribute to our learning environments and the usual rhetoric about preparing our youth for a 21st centuryconvey knowledge. In addition, technology literacy is education, we, collectively, have to start with our youngest. Inincreasingly becoming mandated in K-12
Introductionto Computer Architecture and Problem Solving and Programming in C/C++ courses.Module 1: Background and Motivation. This module will introduce the parallel computing bymeans of evolution of parallelism, concurrency, and multicore/manycore computer architectureswith specific examples to demonstrate each concept.Homework: Students will be asked to explain their understanding of parallelism in sequentialmachines and contrast it with the type of parallelism in the new multicore computers.Module 2: Observing Parallelism. This module introduces the data dependence relationshipsand their impact on the ability to perform parallel operations using dataflow graphs. It willpresent several sequential and parallel computation examples using data dependent
. Engaging the current technology-hungry college student is thus promising,possible and necessary; but with over 100,000 applications available for the iPad alone, criticalquestions remain. What applications, tools and methods truly enhance the learning environmentand what educational benefit, if any, do the students receive through the use of these devices?How do we integrate these devices in a way that appeals to our students, Prensky‟s “digitalnatives”4, when most of our professors are “digital immigrants”, without placing unmanageableburdens on the instructional team? The current literature examines the use of tablet devices in the college classroom but nostudy focuses on the use of iPads in the engineering classroom. An
focuses on the analytical nature of design and problem solving needed to deliver technological as well as engineering concepts. • facilitate teacher initiated change in program design, curricular choices, programmatic and student assessment, and other areas that will impact learning related to technology and engineering. • develop teachers’ capabilities as learners so that they assume leadership for their professional development activities, and recruit and mentor their colleagues. Page 12.135.3 • create a pool of highly skilled cooperating teachers who will accept pre-service technology teachers into
ECU. Dr. Chou has extensive experience supervising theses, practicums, and research projects for both graduate and undergraduate students. He has published articles in the areas of cybersecurity, machine learning, and technology education.Xi Lin, East Carolina University Dr. Xi Lin is an associate professor at East Carolina University, US. Her research focuses on seeking best practices to enhance student engagement and interaction in online learning environments. More information can be found at http://whoisxilin.weebly.com/Dr. Biwu Yang, East Carolina University Dr. Biwu Yang is a professor in the Department of Technology Systems, East Carolina University. He teaches in the field of data networking, information
learning experiences for our students as they prepare to engage withan ever-changing world [1],[2]. This increase also responds to the diverse nature of course designand implementation, in which educators often take different approaches [3],[4] and fulfill avariety of functional roles [5]. By working together, educators can focus on specific facets andlearn from others. Yet, designing a course together can be challenging. Some have notedchallenges in resolving pedagogical, ideological, and functional differences [3]. Others have alsoreported time management challenges and concerns over autonomy [2]. In our experience,reward structures, personal bandwidth concerns, and collaboration dynamics can also play a role.We (the authors) have begun engaging
technology early in theirsequence of teacher education courses. In this course they learn about educational technology inthe context of using it as a tool to promote student learning. The emphasis is on learning abouttechnology as a tool for getting their students involved in learning activities that involve creativeand critical thinking, inquiry, and communication. The ACTIVE model, developed by Grabeand Grabe (1998) serves at the basis of the course.8 In this model, educational technology isintegrated into education as part of instructional activities in which students are cognitivelyActive, Cooperate in their learning and communicate about their understandings. Theinstructional activities are Theme-based in meaningful problems or issues, the
skills could be helpful to others (which is especially appealing to femaleand underrepresented students). The key is to connect science and technology to the same issuesthat affect their daily life, community, country, and planet. The interconnectedness is animportant aspect to stress. The individual engineer no longer works in a vacuum, and one’sactions can have far-reaching impacts. Thus pedagogically, one must think more holistically andinvoke “systems thinking.”Flow diagrams with boxed inputs and outputs, casual loop diagrams (Figure 220), or conceptsmaps can be utilized to help map out how things are interconnected. The basis of life cycleassessment and cradle to cradle design also deal with the flow of resources and the different
, graduating students will have: an ability to apply broad knowledge of mathematics, science, and engineering, an ability to design and conduct experiments, as well as to analyze and interpret data, an ability to design a robotic system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability, an ability to function on multi-disciplinary teams, an ability to identify, formulate, and solve engineering problems, an understanding of professional and ethical responsibility, an ability to communicate effectively, the broad education necessary to understand the
hand is todetermine such gaps and adapt the current curricula in a fashion that closes the gaps.Currently, there are many ways to assess collegiate level learning; however, there are vague,emerging, and/or incomplete ways to determine the extent to which students possess the “value-added” skills which refer to the thinking skills and knowledge that should occur. Some educatorsbelieve that the emphasis in college-level education should be placed primarily on the student’sspecific field of study, such as engineering technology discipline-specific concepts. Employersand others from the professional world would like to see more student preparation in areas suchas business etiquette, communication, and professionalism. Accreditation bodies, such as
into thedesign process12. Subsequently, the capstone project designed structures and facilities under thedevelopment or construction on campus. The strength of client interaction varied with theagency supervising the project and the complexity of the design within each civil engineeringdiscipline varied from project to project. The course maintained this model until 2008. The endof course assessment in 2008 considered the best practices available in the literature and theASCE BOK2 which resulted in a major redesign of the course content and structure for the 2009edition in the continuing search to improve student motivation, engagement, and learning.Developmental Assessment The course assessment in 2008 indicated that the course CE492
acknowledging the importance of its personnel relationships, the project’s externalevaluation has gathered ongoing data about the communication between key faculty and staffstakeholders. The evaluation has focused on surfacing and making explicit targeted aspects ofpeer relationships that might otherwise have been taken for granted: levels of connectedness,trust and common understanding. Findings about the strengths and weaknesses of individualrelationships were used to engage the PIs in formative reflections about how those relationshipswere impacting the momentum and success of their project.As Patton has pointed out, a defining characteristic of evaluation is “the systematic collection ofinformation about the activities, characteristics, and
Engagement at Purdue University coordinating service- learning programs and initiatives. She has a courtesy appointment in Environmental and Ecological En- gineering where she teaches a service-learning course in which interdisciplinary teams of students collab- oratively identify stormwater management problems, co-design solutions, maintain budgets, and evaluate impacts with community partners. Dr. Payne’s research sits at the intersection of sustainability, teaching and learning, and engagement focusing on transdisciplinary decision-making frameworks in community- based design projects. She also specializes in the assessment of instructional effectiveness and student learning in active learning environments. She is the
engineering education innovationthrough initiatives like IEEE Education Week, STEAM-TEAMS, and K–12 outreach. Motivated by thedesire to connect engineering principles to real-world impact, the Section adopted AI-assisted storytellingas a pilot format to support learner engagement, professional development, and community visibility.4.2 Pilot ImplementationIn Spring 2024, as part of the lead-up to IEEE Education Week 2024, a series of student and educator-ledprojects were launched to create short, AI-enhanced instructional videos using Camtasia. These projectsfeatured: • AI-assisted scripting and narration (ChatGPT and ElevenLabs or similar applications) • DALL·E-generated visuals or other AI-assisted generated images (with overlays and
. Thispaper describes our engineering experiences and lessons learned from preparing for andconducting the annular solar eclipse ballooning on Oct. 14, 2023 in San Antonio, Texas.Proceedings of the 2024 ASEE North Central Section Conference 1Copyright © 2024, American Society for Engineering Education The goal of this solar eclipse ballooning project was in general to improve the quality ofstudents’ learning experience in an extracurricular setting at our institution. Toward achieving thisgoal, the SMART objectives of the project were: 1. (Specific) To engage students in high-altitude ballooning and design of payloads for live video streaming, balloon tracking, and science research 2. (Measurable) To
, social gatherings, and networking events,which was a result of the COVID-19 impact on the program. Half of the participants felt theywere not informed about the SEnS-GPS program expectations, opportunities, or what belongingeven meant.Our next steps There are a number of factors that should ideally be monitored closely moving forward.First, communication with the students, faculty, SEnS-GPS leadership team, and departmentchairs should be completed to elaborate upon the following findings. Feedback regarding thefaculty’s superb efforts to mentor and respond to students’ progress and questions should begiven so that they know to keep doing what they are doing [33]. In addition, the continuation offostering a community atmosphere within the
lab demonstrations have been introduced andanalyzed in a previous publication13. The current exercises can be completely done in a classroomsetting, while the previous ones utilized liquid nitrogen that is more suited for a lab setting. Thesecurrent activities will be followed by a quiz to check their efficacy compared to a baseline groupwho are not exposed to these activities. Both the baseline and study groups took the conceptual quizto make sure that we started from a similar baseline knowledge. Findings of the next phase of thestudy will be communicated in future publications. Data on the student body demographics are beingcollected and part of it will help assess in more details the impact of such demonstrators/activities ofURM students