experience.Assumptions: When asked to reflect on any underlying assumptions or perceptions the students may havebrought with them into the collaboration with the prompt, “what assumptions or perceptions didyou have about your counterparts prior to the experience?” Two themes emerged from thestudent responses: 1) No Assumptions and 2) Unhelpfulness (Table 4)Table 4: Summary of Assumption Themes Prompt: What assumptions or perceptions did you have about your counterparts prior to the experience? Assumption Themes Description A lack of awareness regarding counterparts prevented any No Assumptions preconceptions. The differences between the two groups of students
inFigure 8a and b, respectively. Students in Group B were substantially more confident inunderstanding the project geometry compared to Group A, which was reflected in theirrespective scores on the problems. A total of 79% of students in Group B noted they eitheragreed or strongly agreed that it was easy for them to understand the geometric parameters. Only37% of students from Group A found it easy (agreed or strongly agreed) to comprehend theproblem by having access to 2D model. The survey also showed that Group B participants werequite confident in their understanding, despite many of the students making minor errors inunderstanding the nailing details in the problem. (a) (b)Figure
, "Developing systems thinking among engineers: Recent study findings," in IEEE Systems Conference (SysCon) Proceedings, Vancouver, BC,, 2015.[9] S. a. F. M. Kordova, "The T Shape dilemma (depth versus width) in education of industrial engineering & management and its reflection in the students team project," Technion-Israel Institute of Technology, 2010.[10] H. H. Cheng, "C for the Course," ASME Mechanical Engineering Magazine, pp. 50-52, September 2009.[11] M. Kamaruzzaman, "5 reasons to learn a new Programming Language in 2020:Learn a new programming language to boost your career and skillset in the new year," 27 Dec. 2019. [Online]. Available: https://towardsdatascience.com/5-reasons-to-learn-a-new- programming
setting of an engineering problem.The value of projects using the IPD is that students are introduced further to each of theabove characteristics and are able to “practice” engineering as a mentored beginner. Theauthor believes that better decisions about whether or not to continue in engineeringeducation will be made out of the experience of and reflection upon such practice Page 13.913.4Methodology for International Project Development (IPD) DesignThe IPD design methodology described in this paper is a series of steps that flowsequentially (Figure 1). The process includes initial brainstorming by the larger projectteam, preliminary design by the
to be interconnected, and therefore collaboration and interactions amongthe other three sub-teams suffered significantly and reflected negatively on the entire project.The real solution “glue” and those who had to be “separated”This lack of leadership from the integration team resulted in other members stepping up to takethe integration of the project into their own hands. These members bypassed the integrationteam to work with other sub-teams directly. This direct communication created a situation wheresome members were no longer bound to their sub-teams and was viewed as the “real” integrationsub-team at least from a technical perspective. In specific case, there was one student, who wasvery skilled in his area as well as in other areas
group. GO candidates who receive a joboffer are encouraged to respond as quickly as possible, since groups often extend more job offersthan they have open positions, and take the best respondents. To accept a job offer, the candidateuses the LMS to sign up for the job. To reject an offer, the candidate sends an email to thestudent project leader, so that the position can be offered to another candidate.When a GO candidate accepts a job offer, the job status page on the LMS automatically updates(using an in-house process designed by the IPC manager) to reflect the change in the number ofavailable positions, and the GO candidate's name is removed from the list of available candidates
. At CSUN, senior designprojects are typically offered within the individual engineering departments. Some projects haveincluded engineering students from outside the department to provide a multidisciplinary teamexperience. However, prior to the project described here, computer science students had notjoined any of the engineering project teams.Projects without a computer science component do not reflect the current engineering approachwhere software development is an essential part of any real world project and the boundariesbetween disciplines are increasingly blurred. It is therefore vital that engineering students learnto work effectively on projects that span as wide a discipline spectrum as possible2 - 4.This paper describes a recent
rocket time of flight (including descent), tflight. The evaluation scores were designed to give 2/3 ofthe total 30 maximum points to the predictive capability of each team’s rocket behavior which waspredominantly a reflection of the accuracy and rigor of the analytic and/or numerical models emergingfrom the engineering analysis background that was introduced in the early stages of the semester. Inthis manner, the students realized that trial-and-error experimentation prior to the launch was not goingto be as useful in winning the competition; rather the direct application of the theoretical backgroundwith some necessary empirical data was the essential proficiency for success.IVa. Engineering analysis background The primary concentration of
students’ motivation for their choice of major. The majority ofMechanical Engineering students (N = 86) chose their major because they liked ―MechanicalEngineering as a discipline,‖ while several noted that advice from peers, faculty, or familyinfluenced their decision to major in mechanical engineering. Less than 5% of these studentswho responded said that they ―wanted to focus studies,‖ and over 25% said that it was because ofthe ―flexibility of the requirements.‖In contrast, of the Cross-disciplinary Engineering Course 2-A undergraduates who responded (N= 54), over 10% said that they ―wanted to focus studies,‖ and over 25% said that it was becauseof the ―flexibility of the requirements.‖ These sentiments are also reflected in their comments
the Introduction to Propulsion Systems for Hybrid Electric Drive Vehicles" lab course.The first course is a prerequisite for the second course “Advanced Propulsion Systems forHybrid Electric Drive Vehicles”. In the advanced course, students utilize the subsystems datathey collected in the introductory course to calibrate their previously developed vehiclesimulation models. In doing so, their models begin to accurately reflect the performance of theCHEV. With their models calibrated, they conduct validation experiments using the powertraintest cells and vehicle. Figure 3 shows students preparing to collect drive cycle data on the CHEVfor model validation. Figure 3. Students preparing for data
.” If asked, “Was it worth it?”, the answer is a resounding, “YES!”AcknowledgmentsThe authors would like to express their appreciation to the staffs and faculties at NMAA and JNTUK fortheir gracious hospitality and support of the programs at their institutions. The views expressed herein arethose of the authors and do not purport to reflect the position of the United States Military Academy orRowan University.Bibliography[1] Greg Mortenson and David Oliver Relin, Three Cups of Tea: One Man's Mission to Fight Terrorism and Build Nations –One School at a Time, Viking, New York, 2006.[2] CIA World Fact book for Afghanistan found at https://www.cia.gov/library/publications/the-world-factbook/geos/af.html,accessed on 22 March 2011.[3] Ethnic Map of
. By making thoughtful decisions and examining their consequences, Reflecting and Acting students may enhance personal moral commitment, enrich ethical understanding, and strengthen civic participation.More broadly, these objectives are ones that our energy group identified as important skillsneeded of professionals in the energy and energy related fields. While there are still engineers,scientists and policy wonks who sit quietly in their labs and offices thinking deep thoughts, theimpact will come from those who can critically approach challenges, work with others andeffectively communicate both the nature of that challenge and its potential solutions to a widegroup of decision makers. The
sensor, and 1 ultrasound sensor. Many additional sensors are also available from LEGO.The LEGO Mindstorm kit also includes an adequate supply of LEGO pieces. Additionally, anLED flashlight is purchased separately and included in the toolbox. The light sensors can beused in reflective mode with an internal LED source or in ambient mode, where a flashlight orother form of external lighting can be used to control the robot. The students are then required toinstall LabView and the NXT Robotics module on their laptops, both of which can bedownloaded from NI.com. More advanced projects can also be implemented with this 10platform. For example, we used these NXT kits in the Fall 2012 semester in an upper division
of representation is the model constructed socially about a punctual element of the social object.This framework has been helpful to research the representations about the health and disease, externaldebt, values transmitted by the massive media, women’s role in society, feminism, moral conduct, theconception of body, or the students’ body seen by their teachers, among others [10]. Nevertheless, the three elements of the SR are organized in a structure that changes through timebecause of periods of crisis related to the individual and group reflection, dialogue between groups, anddifferent life experiences. For Abric [11], this structure has a stable core and a flexible periphery. Thecore is compact and creates a rigid and complex
level students as they graduate. To supporttransitions between quarters or semesters, students maintain rigorous documentation of theirefforts, typically in the form of VIP notebooks or institution-approved electronic portfolios. VIPprograms also involve peer evaluations, reflecting the team-based nature of the course. GeorgiaTech has developed a web-based peer evaluation tailored to VIP, which will soon be piloted witha handful of consortium members.Cost EffectiveAlthough VIP projects are not limited by quarters or semesters, the VIP program is curricular,with all students participating for a letter grade. This differentiates VIP from paid researchexperiences, as students do not receive stipends or hourly wages. This makes the program cost
science (statistician,computer scientist, industrial engineering, operations researchers, etc.) are in-demand and requirehighly skilled professionals with knowledge of data science, which has resulted in a highlycompetitive labor market. While the median annual salary for data scientists is quite high, about$122,000, according to the BLS, this reflects the higher educational, experience, and skill levelrequirements needed for such positions, as well as geographical differences related to keyemployer locations.Employers have recognized that data science professionals will be a critical resource to theiroperational excellence, as well as for the future of their innovation ecosystems. This need fordata science professionals has naturally driven an
“guides” or “consultants.” A guide is afaculty member who is the primary mentor for the project. He or she is the most intimatelyinvolved with the entire process, and remain with the team for both quarters of MSD. The guideis also ideally an expert in the field of the project’s subject matter. He or she meets with theirteam weekly, helps resolve technical issues, provides advice on resolving personnel conflicts,and grades the team on its deliverables. The final individual student grade is also adjusted up ordown by the guide. After reviewing the logbooks, peer evaluations, and looking at the overallparticipation, the grade can be modified to reflect the student’s overall contribution.The guide most often acts as the administrative point of
, misunderstandings were common because of differences in their disciplinary languages,tools, physical models, and skill sets, and also in terms of mental models of other disciplines andstereotyping. Reflecting on this experience, we have been able to develop procedures and toolsthat have reduced some of the uncertainty and friction. One example of a tool is a semantic webtool to help team members to get informed about each other’s roles and disciplines (Donate et al.2015).Current Course Offering:Thirty three engineering students from computer engineering, computer science, and electricalengineering enrolled in this elective course on app development. They were recruited with clearindication that they will be working with students from nursing and arts, and
, the VIP Program is intended forstudents of sophomore rank and above. Freshmen who participate are exceptions to the rule, who oftenhave related experience and high motivation. The higher means reflect these traits. If the programactively recruited freshmen, the mean would likely approach that of or be lower than the sophomoremean.Analysis of variance on giving help also showed statistical significance for the number of semestersstudents were in VIP, with groupings of one, two, and three or more semesters. However, VIP experienceis related to academic rank, as both increase over time. The correlation is not one-to-one, because studentscan begin VIP at any academic rank, but they are related. This can be seen by visually mapping upperoutliers
the micro- and nanoscales; and must know how to conceive, design, and operate engineering systems of great complexity. They must also work within a framework of sustainable development, be creative and innovative, understand business and organizations, and be prepared to live and work as global citizens. That is a tall order…”Engineering education has progressed with the introduction of different active learningpedagogies over the years, including project-based learning, problem-based learning, service-learning, and peer-led team learning. However, students are still mostly trained to solve welldefined problems which do not reflect the complexities of real-world problems.10 We proposethat translational research can
method atthe appropriate time. Understanding the pros and cons of the lecture method is a helpful startingpoint.Lectures have a number of characteristics that does make them, for the right subject matter,desirable in the classroom (14) .It does, to a great extent, depend on the abilities and experience ofthe lecturer. An able and committed lecturer can accomplish the following: 1. Relate the material proficiently and effectively, in a manner that reflects lecturer’s personal conviction and grasp of the subject matter; 2. Provide students with a thoughtful, scholarly role model to emulate; 3. Supplement the subject matter with current developments not yet published, or interject lecturer’s own views derived from his/her own
thinkers, students learn that the process of coming up with something new involves many trials, errors and mistakes and even failure. However, students learn that occasional failure and mistakes are part of the creative and innovative processes rather than a discouragement to an adventurous spirit. They learn to reflect on and to evaluate their experiences and to work with others to improve on those experiences, so as to come up with better or new ways of doing things.” [8]Typically, learning outcomes are used to describe knowledge and skill competencies thatstudents should attain from their learning. In innovation pedagogy learning outcomes are termed“innovation competencies” and are organized into three categories: “1) individual