S, D Q, S, D S, Q, D5.2 Find items under bending5.3 Bending members with commoncross-sections5.4 Feel craft sticks bending5.5 Stress Opticon: Bending stressdistribution S, Q, D5.6 Quantify flexure in a craft stick5.7 Stress Opticon: simple support5.8 Photoelastic beam bending S, D S, Q, DStress Transformation7.1 Directional Strength (Craft Stick) S7.2 Directional Orientation inStructures7.3 Photoelasticity: Beam with holes S, Q, D7.4 Matching loads and failure planes7.5 Brittle and Ductile Failure
research at the graduate level. However, studying creativity at thegraduate level is essential because creativity is required to generate new knowledge throughresearch. This study seeks to address the gap in knowledge about graduate-level creativitythrough a thematic analysis of five semi-structured interviews with engineering graduatestudents. These interviews are part of a larger mixed-methods research project with the goal ofcharacterizing the creative climate of graduate-level engineering education. In the interviews, weasked participants about their creative endeavors, how they define creativity, and theirperceptions of creativity within engineering. We used Hunter et al.’s (2005) creative climatedimensions as a theoretical framework to
�tu�ons with these neurodivergentiden��es, a history of individual educa�on plans (IEP), and self-awareness of their own differences,strengths, and weaknesses (Na�onal Center for Educa�on Sta�s�cs., 2023). The trend is that au�sm,ADHD, and other cogni�ve differences are being recognized as not only prevalent among the humanpopula�on but also that this popula�on is highly varied and individualized (Woods et al., 2018). Inresponse, the medical and clinical community con�nue to adapt their criteria of evalua�on and diagnosisas more understanding is gained about the variety of ways humans manifest physiologically (Samadi etal., 2022). Higher educa�on and the workforce must con�nue to adapt as well.Background on Neurodiversity, Language, and
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problem solving’ with more time setting upschematics, free-body diagrams, and other models. But instead of spending time solvingproblems, students will need to spend their time testing and verifying models.References1. Thorp, H. H. ChatGPT is fun, but not an author. Science vol. 379 313–313 (AmericanAssociation for the Advancement of Science, 2023).2. Dennean, K., Gantori, S., Lima K., D., Pu, A. & Gilligan, R. Let’s Chat About ChatGPT.(2023).3. Rowe, S. C. & Nuttelman, C. R. A MATLAB Assignment Framework for EngineeringEducation that Automates Grading. (2022).4. Jalil, S., Rafi, S., LaToza, T. D., Moran, K. & Lam, W. ChatGPT and Software TestingEducation: Promises & Perils. arXiv preprint arXiv:2302.03287 (2023).5. Bertram
Paper ID #36277Plasma antennas – a gentle introductionDr. Paul Benjamin Crilly, United States Coast Guard Academy Paul Crilly is a Professor of Electrical Engineering at the United States Coast Guard Academy. He is also Chief/Department Chair of the Electrical Engineering and Cyber Systems Section. He received his Ph.D. from New Mexico State University, his M. S. and B.S. degrees at Rensselaer Polytechnic Institute, all in Electrical Engineering. He was previously an Associate Professor of Electrical and Computer Engineering at the University of Tennessee and was a Development Engineer at the Hewlett Packard Company. His
three-link robot. This robot will be given a specifictransformation at each link. The robot will show the beginning and end positions of the robot. It will alsoshow the DH matrix for the forward kinematics. The inverse kinematics is very similar to the teaching of forward kinematics except instead of givingthe transformations the end effector position is given. The robot will represent the movements to thesame position but will mathematically work backwards to find the transformations. To teach the Jacobian, a predefined robot is used to calculate all Jacobian(s). Then the robot ismoved to all values found to show students the singularity at these points. The examples for trajectory planning will include a dynamic visual of a pre
... Figure 1. Image from Student 1’s response ...In the image above the red cord represents the sweep in the xy plane that allows us to form the plane with the z axis. It's important to make sure that the vector is found by moving "down" from the z axis rather than "up" from our projection in the xy plane.Student 2 made direct connections between the physical model and an abstract symbolicrepresentation of the relationships. Going back to the example vector, we can use the following equations above to get the unit vector. Figure 2. Image from Student 2’s response So why exactly is the unit vector so useful? One of the characteristics of a unit vector is that when you multiply it with a
delivered in the REU were useful (0%) (9%) (36%) (55%) The workshops conducted during Phase 1 were well-designed 0 1 3 7 9 and delivered (0%) (9%) (27%) (64%) 0 0 1 10 10 I would recommend this REU experience to a friend (0%) (0%) (9%) (91%) The faculty research mentor(s) were helpful in facilitating my 0 0 1 10 11 research experience (0
impact design solutions and to provideevidence of these perceptions for the larger biomedical engineering educator community.AcknowledgmentsResearch reported in this publication was supported by the National Institute of BiomedicalImaging and Bioengineering of the National Institutes of Health under Award NumberR25EB031389. The content is solely the responsibility of the authors and does not necessarilyrepresent the official views of the National Institutes of Health.References[1] M. Kotche, A. E. Felder, K. Wilkens, and S. Stirling, “Perspectives on Bioengineering Clinical Immersion: History, Innovation, and Impact,” Ann. Biomed. Eng., Apr. 2020, doi: 10.1007/s10439-020-02508-x.[2] J. Kadlowec, T. Merrill, S. Sood, J. G. Ryan, A
-Efficacy in ResearchMeasure (SERM-S), research autonomy was measured through the Attitudes Toward ResearchScale (ATRS), and social support networks were measured through the Multidimensional Scaleof Perceived Social Support (MSPSS). The SERM-S was administered pre- and post-cohort year,the ATRS was administered pre- and post-cohort year, and the MSPSS was administered pre-and post-cohort year. The SERM-S contains 32 items centered on confidence with a scaleranging from 0 (no confidence) to 9 (total confidence), the ATRS contains 32 level of agreementitems with a scale ranging from 1 (strongly disagree) to 7 (strongly agree), and the MSPSSconsists of 12 level of agreement items with a scale ranging from 1 (very strongly disagree) to 7(very strongly
longitudinal research.AcknowledgementThis material is based upon work supported by the National Science Foundation under Grant#1844878. Any opinions, findings, and conclusions or recommendations expressed in this materialare those of the author(s) and do not necessarily reflect the National Science Foundation.Reference[1] National Academies, Graduate STEM Education for the 21st Century. Washington D.C.: National Academies Press, 2018.[2] Council of Graduate Schools, “Ph . D . Completion and Attrition: Analysis of Baseline Data,” 2008.[3] R. Sowell, J. Allum, and H. Okahana, “Doctoral initiative on minority attrition and completion,” 2015.[4] T. M. Bluestein, C. T. Amelink, and M. S. Artiles, “Campus climate for
versus constructive) to determine how these typesof teaching impact student responses. Finally, we plan to determine what differences can befound between different types of institutions (such as community colleges, MSIs, PWIs, Doctoralgranting institutions) or class types (engineering, science, math).AcknowledgementsThis research is supported by the U.S. National Science Foundation (grant numbers DUE-1821092, DUE-1821036, DUE-1821488, and DUE-1821277). Any opinions, findings, andconclusions or recommendations expressed in this material are those of the author(s) and do notnecessarily reflect the views of the National Science Foundation.References[1] L. Deslauriers, L. S. McCarty, K. Miller, K. Callaghan, and G. Kestin, "Measuring actual
. Joseph David Richardson Joseph D. Richardson is an Assistant Professor in the William B. Burnsed, Jr. Department of Mechanical, Aerospace and Biomedical Engineering at the University of South Alabama.Tom ThomasNicole Carr ©American Society for Engineering Education, 2023 Engaging Transfer Students in a College of EngineeringAbstractThe LINK scholarship program at the University of South Alabama is funded by an NSF S-STEM grant, awarding scholarships to low-income students transferring from communitycolleges in the Gulf Coast region to complete degrees in chemical, civil, computer, electrical, ormechanical engineering. The program provides financial support and academic mentoring tofoster student
this, we quantify thecomplexity of the example problem as 26. We could choose to use other network centralitymeasures and an investigation into their suitability will be conducted in the future. Thehorizontal shear equation computation node is the most “central” to the computation, with adegree centrality of 5. Figure 3a-d: (a) Digraph of the correct solution. Steps to the two-part correct solution start at the "reaction forces" node. Solid circles show target nodes for achieving the two-part solution to the problem. (b) Student 1’s solution with solid and dotted circles showing parts of the solution achieved and unachieved, respectively. (c-d) Student 2’s and 3’s solutions, respectively, with dotted circles showing both
) conveniently suggested a 3-factor model, the three factorsaligned only partially with the three dimensions of Fila et al.’s [19] engineering for, with, and aspeople framework. The first factor, which contained items focused on students’ generalengineering attitudes (i.e., sense of belonging in engineering, academic self-confidence and self-efficacy, and attitudes toward persisting and succeeding in engineering), fits well with theengineering as people dimension. This dimension takes into account that engineers areindividuals who have their own skill sets and experiences in engineering, which contributes totheir feelings of belonging because there are certain values and skills that are more acceptablethan others [31, 58]. A diminished sense of
-975). International Society of the Learning Sciences, June2010.Corcoran, T.B., F.A. Mosher and A. Rogat, A. (2009). Learning progressions in science: Anevidence-based approach to reform, CPRE Research Report# RR-63. New York: Consortium forPolicy Research; 2009 May.Foster, C., Wigner, A., Lande, M., & Jordan, S., & Lande, M. (2018). Learning from parallelpathways of makers to broaden pathways to engineering. International Journal of STEMEducation. 5(1), 6.Hatano, G. and K. Inagaki, Two courses of expertise. In H. Stevenson, H. Azuma, & K. Hakuta(Eds). Child development and education in Japan (pp. 262-272), NY: Freeman, 1986.Jordan, S. & Lande, M. “Additive innovation: Radical collaboration in design thinking andmaking
benefits ofinterventions. It is no surprise that a supportive learning environment would bring about student successand that historically underrepresented groups experience additional need for this support.Moreover, diversifying the gender and ethnic representation of ECpE graduates would yield amore diverse engineering work force more equipped to meet the challenges of tomorrow.Diverse teams are beneficial for an amalgam of moral, equitable, and innovative reasonsincluding improved problem solving and improved work outcomes [17]. This representation anddiversification is pertinent for professional and ethical advancement. Especially as the softwareand engineering (S&E) workforce continues to grow 3% faster than total employment growth
- COURSE STRATEGY· 8- COURSE STRUCTURE• c. DASE SYLLABUS· D- COURSE UPDATING• 60 l· WHY INDUSTRIAL TRAINING?PKOBLEM • TREND 1960's - THE DECADE OF ELECTRONICS 197Q's - THE DECADE OF (MICRO)COMPUTERS 1980's - THE DECADE OF VLSi? KOBOTS? • Too FEW DESIGNERS 1979 - 17 K COMPUTER ENGINEERS (CEs) PRODUCED 1990 - 1 M CEs REQUIRED o IF ALL UNIVERSITIES PRODUCED CEs ONLY) THE NUMBER WOULD BE< 1MSOLUTION o UNDERGRADUATE & GRADUATE PROGRAMS (UNIVERSITIES &COLLEGES) • CONTINUING EoucATION (UNIVERSITIES) o INDUSTRIAL TRAINING (INSTITUTES
safely store the LiPobatteries in a laboratory. Figure 1 (b) showed the hardware that included the PCM, temperature,humidity, carbon monoxide and gas/smoke sensors, which could trigger an alarm to alert thepersonnel if an abnormal condition was detected during storage. E.M.A.’s operational state isshown in Figure 2. a. b. Figure 2. ThingSpeak Dashboard (a) Normal operation (b) Detected abnormal conditionProject Volta was funded by the Autonomous Vehicle System (AVS) Laboratory under thesupervision of Dr. Michael Frye, PI and Director of the AVS Lab at the University of theIncarnate Word. This project provided the senior engineering students an invaluable opportunityto
is illustrated in this paper, students still have low tomedium self-concept and self-efficacy. Since high self-efficacy and self-concept predict higherachievement [7], encouraging these in students who are traditionally underrepresented isimportant and something that is not accomplished simply by having high science motivations,value of science, and learning motivations and habits in the areas of science and engineering.Thus, additional effort must be made to help students connect what they are learning to theirability to perform engineering and science skills (self-efficacy) and their identity in STEM (self-concept). References:[1] J. P. Preston, S. Wiebe, M. Gabriel, A. McAuley, B. Campbell
ofpedagogy.AcknowledgementsThis material is based upon work supported by the National Science Foundation under Grant No.1628976. Any opinions, findings, conclusions or recommendations expressed in this material arethose of the authors and do not necessarily reflect the views of the National Science Foundation.References[1] S. Freeman, S. L. Eddy, M. McDonough, M K. Smith, N. Okoroafor, H. Jordt, and M.P. Wenderoth, “Active learning increases student performance in science, engineering, and mathematics,” in Proceedings of the National Academy of Sciences, (111,23), 2014. pp. 8410-8415.[2] D.H. Jonassen, J. Strobel, and C. Lee, “Everyday Problem Solving in Engineering: Lessons for Engineering Educators,” Journal of Engineering Education, vol
Paper ID #35466Bridging High School Science and First-year Engineering Through thePreservice Teachers’ Science Methods Course [RESUBMISSION]Dr. Kathleen A Harper, The Ohio State University Kathleen A. Harper is a senior lecturer in the Department of Engineering Education at The Ohio State University. She received her M. S. in physics and B. S. in electrical engineering and applied physics from Case Western Reserve University, and her Ph. D. in physics from The Ohio State University. She has been on the staff of Ohio State’s University Center for the Advancement of Teaching, in addition to teaching in both the physics and
, 2017. 3. Choy, S., Nontraditional Undergraduates. 2002, U.S. Department of Education, National Center for Education Statistics: Washington, DC. 4. Rodriguez, A., M. Carnasciali, S. Ciston, M. Whitson, and V. Berendt (2016, Sept) Stress and Response Patterns in Adult Engineering Student within Higher Education. Paper presented at 2016 ASEE Rocky Mountain Section Conference, Cedar City, UT. https://www.suu.edu/rms2016/ 5. Seymour, E. & Hewitt, N. H. (1997). Talking about leaving: Why undergraduates leave the sciences. Boulder, CO: Westview Press 6. Carnasciali, M., & Thompson, A. E., & Thomas, T. J. (2013, June), Factors influencing students' choice of engineering major. Paper presented at
– Reallocated “diversity visas” – Ph.D. and M.S.; requirements for eligible universities, included for-profit • BRAINS Act, S. 3555 (Schumer, D-NY) – “Benefits to Research and American Innovation through Nationality Statutes Act of 2012” – Adds 55k visas; does not use “diversity visas” – M.S. or PhD degree • ABBA Act, HR 6412 (Lofgren, D-CA) – ‘‘Attracting the Best and the Brightest Act of 2012’’ – Nearly identical to S. 3555ASEE EDI 2013, STEM Immigration Reform Issues April 16, 2013ASEE EDI 2013, STEM Immigration Reform Issues April 16, 2013 Bill Length: O(1500 pages)ASEE EDI 2013, STEM Immigration Reform Issues
– Reallocated “diversity visas” – Ph.D. and M.S.; requirements for eligible universities, included for-profit • BRAINS Act, S. 3555 (Schumer, D-NY) – “Benefits to Research and American Innovation through Nationality Statutes Act of 2012” – Adds 55k visas; does not use “diversity visas” – M.S. or PhD degree • ABBA Act, HR 6412 (Lofgren, D-CA) – ‘‘Attracting the Best and the Brightest Act of 2012’’ – Nearly identical to S. 3555ASEE EDI 2013, STEM Immigration Reform Issues April 16, 2013ASEE EDI 2013, STEM Immigration Reform Issues April 16, 2013 Bill Length: O(1500 pages)ASEE EDI 2013, STEM Immigration Reform Issues
Faculty Development Engineering Dean’s Institute 2012 H. Keith Moo-‐Young, Ph.D., P.E., BCEE, F. ASCE Personal Leadership Training1. Leadership Training A. NSF sponsored workshop for early faculty development in late 90’s B. Anderson Consulting Faculty Fellowship i. Innovative Teaching Methods from Consulting ii. Developed Goal Based Learning for implementation into Engineering Curriculum C. AAAS Science and Technology Policy Fellows Program AAAS Science & Technology Policy Fellowships1. Categorized by program area, the executive branch agencies listed below anticipate hosting and
assigning members to teams using instructor-specified criteria.,” Advances in Engineering Education, vol. 2 (1), pp.1-28, 2010.[3] N. F. Jackson and S. Magun-Jackson, "Improve Your Strengths and Manage Your Weaknesses: Using the StrengthsFinder Profile in Team Development," in ASEE Annual Conference Proceedings, Nashville, 2003.[4] B. Read-Daily, K. M. DeGoede, and S. L.Zimmerman, “Gallup StrengthsFinder in Engineering, ASEE Annual Conference & Exposition” in ASEE Annual Conference Proceedings, Salt Lake City, Utah. 2018.