. Students were directed to undertake engineering designs inspecialized areas of transportation engineering and technology. Design topics applicable to theseareas reported ranged from Flexible Pavements, Rigid Pavements, Asphalt Paving Technology,Pavement Rehabilitation, to Signalized Traffic Intersections. These topics covered not onlyconventional transportation systems but also intelligent transportation systems. The students’presentations were peer-graded.The significance of empowerment in design, discovery, and learning was extensively documentedby applying appropriate statistical tests. Assessment, grading formula and results are tabulated.The best papers maintained the standards for publication at appropriate local, regional and ornational
, and information search, in their projects. Ourgoal was to introduce skills and the extended features of these tools in various courses to makestudents more productive. These skills were originally introduced in capstone design courses.Some skills are now introduced in a sophomore level engineering design course and a freshmancourse. This paper introduces the issues and our approaches.1. IntroductionThe current generation of college students, who were born in 1990’s, grew up with personalcomputers, the Internet, and other digital “gadgets”. They use text messages, IM (instantmessage), e-mail, and cell phones to communicate with their peers every day. They also sharetheir lives by posting messages and uploading digital photos to social
from the University of Virginia. She has served as department chair of the Communication Department and has taught a wide range of writing and communication courses. She was instrumental in the design of the bachelor’s degree in Communication Studies at OIT. Areas of interest include the overlap of game design and learning systems, media and the communication styles of Japan, creativity and communication, and conversation analysis. Page 22.1091.1 c American Society for Engineering Education, 2011 Multiplayer On-Line Role Playing Game Style Gradingin a Project Based Software Engineering
between abstract concepts and the practice of their profession [30].The benefits of professional practice in the undergraduate educational experience are numerous.Students that get to view and participate in activities typical of those within their professionduring their collegiate years are retained in school at higher rates than those who do not getsimilar experiences [31]. More maturity, a greater independence of thought and action, and awell-developed sense of responsibility have all been noted in professional practice studentsrelative to their non-participating peers [32]. Dressler & Keeling [33] suggest that a deeperanalysis of the extent of student learning through professional practice includes: an increase indisciplined thinking; an
available for students, a course contribution project was introduced in aheat and mass transfer course. This project required students to find potentially fun and effectivemeans to communicate topics related to the course subject matter, with the project deliverablesproviding new learning tools that could be used to help other students learn. Students were given several potential project types to select from: writing sample examproblems, for which both problem statements and solutions were required; producing a 5-minutevideo; writing and drawing a 10-page comic; or developing an experimental module that could bereplicated by other students. Students also developed their own original projects, includingcomputer simulations and board games
fixes over SPL (maintainability) goals.In this work we investigate a couple of research questions including: can incorporating SPL intoan undergraduate software engineering course sequence improve student learning outcomesrelated to writing maintainable, reliable, and reusable code? We are also interested in answeringthe question of whether incorporating SPL can improve the quality of documentation created bystudents. To work toward answers to these questions we present a case study of the two-semesterdevelopment of an SPL in a senior-level undergraduate software engineering course sequenceusing a real-world mobile application. We present key strategies for motivating positive learningoutcomes including an adapted Scrum process designed to
of one being a peer reviewed publication. Citations are appropriately used and formatted.The above example is the only institution that didn’t use their capstone design to measure 3.g.Another institution used the VALUE rubric for Oral and Written Communication to assess 3.g),(Cooney [19] maps all of the VALUE rubrics to ETAC student outcomes) which contains anoutcome “Sources and Evidence” with a rubric description at the ‘proficient’ level of Demonstrates skillful use and citing of high-quality, credible, relevant sources to develop ideas that are appropriate for the discipline and genre of the writing. [20]This institution also indicated that they had an embedded information literacy outcome, The ability
evaluate your experiment/demonstration as a Biotransport student and solve all relevant equations, analyze the results and discuss the outcomes. Your team is responsible for the design of an experiment, including the equations and mathematics behind the experiment, a sample apparatus (if necessary), a description of the set-up for a TA/moderator, parameters for the experiment and a sample laboratory write-up/handout. Additionally, you will need to video-record a model presentation. Be sure to have a hypothesis or purpose to the experiment, background on what the students will learn and why it is important (in other words, what will they learn?). You may also design ‘props’ that will be used in
Education and Training Writing for her ASEE 2012 Proceedings article, ”Behavioral Interview Training in Engineering Classes.” In 2004, she earned the ASEE Southeastern Section’s Thomas C. Evans Award for the most out- standing paper pertaining to engineering education. As a consultant, she has edited and written documents and presented workshops for educators, industry, and professional organizations.Dr. Christopher J Rowe, Vanderbilt University Dr. Christopher J. Rowe, M.Eng., Ed.D., is associate professor of the Practice of Engineering Manage- ment and Director of the Division of General Engineering at Vanderbilt University. He holds degrees in biomedical engineering, management of technology, and higher education
effectively uses modern technology whileteaching at Miami University. He has utilized World Wide Web and InteractiveVideo Distance Learning extensively in addition to other teaching techniques. W.W.W.and I.V.D.L. actually supplement other routinely used audio visual techniques such aspower point presentations, tutorials, problem-solving sessions, written research reports,peer group discussions, poster presentations etc. The author utilizes a variety of instructional tools to communicate with studentswho may prefer to have different learning styles (Kolb, 1985). The author alsorecommends and encourages students to utilize the resources that are readily available atthe university, such as Library, Writing Center, Computer Laboratory, etc
to theclassroom; an overview of Massive Open Online Course (MOOCs) and their potential use for“flipping the classroom”. Faculty were also requested to perform the following: create apanoramic outline (divide each course into 30 class sessions) prior to starting the SFIP in June;write granular learning outcomes for each and every class session during the SFIP; and prepare areview sheet for students per exam that is based on the learning outcomes created during theSFIP. Partial results of the SFIP are also provided.Introduction The Summer Faculty Immersion Program (SFIP) strives to ignite and sustain innovativeclassroom practices in engineering and physics courses in a manner that will promote lastingchange in the faculty. In essence
IKC Value rubric was used to code thestudent reflections. The results of the study demonstrated that living in the learning communityand studying the concepts of intercultural competence while interacting with students of diversebackgrounds allowed the students to develop interculturally. Also, engaging students in guidedreflection helped them to reflect on the intercultural skills that they developed through constantinteraction with peers that requires efficient communication among the team members. Similarly,in another study by Swartz et al. [13], students were challenged to collaborate internationally withstudents from three different countries during a 6-week project to increase their interculturalcompetency. The results of the study
), an HSI in the State University of New York (SUNY) system. In year one, Cohort Apiloted the PD modules in Tier 1 which featured reflective exercises and small culturallyresponsive activities to try with their STEM students. In year two, Cohort A piloted the PDmodules in Tier 2 and peer-mentored Cohort B as they piloted optimizations introduced to Tier 1from Cohort A feedback. Three types of optimizations came from faculty feedback. The firstconsidered feedback regarding delivery and/or nature of the content that influenced a subsequentmodule. The second involved making changes to a particular module before it was delivered toanother faculty cohort. The third takes into account what worked and what didn’t to decidewhich content to bring into
University, Tandon School of Engineering Anne-Laure Fayard is Associate Professor of Management in the Department of Technology Manage- ment and Innovation at NYU Tandon School of Engineering, and is affiliated with the Department of Management and Organizations at NYU Stern Business School. Her research interests involve commu- nication, collaboration, culture and space, with a focus on interactions, particularly those between people and technology. Her work has been published in several leading journals such as Administrative Science Quarterly, Information System Research, Organization Science and Organization Studies. She is also the co-author of a book on The Power of Writing in Organizations. She holds a Ph.D. in
examsencouraged them to do more independent work throughout the semester. For research question 3,students reported that oral exams were very stressful prior to taking the first one but did not findsubsequent oral exams stressful.MOTIVATIONIt has been shown that higher perceived teacher support and school belonging is correlated withless school misconduct [1]. The same study also showed that higher peer attachment is alsoassociated with higher rates of school misconduct. The most common reason students cite forchoosing to commit academic misconduct is grade pressure [2]. However, with large andincreasing enrollments in introductory programming courses, standardized assessment will be therequired for the foreseeable future.One strategy that has been
in that they suggest that the literature review should be completed afterdefining the themes. This is in part to remain open to emerging ideas and because Braun andClarke [18] argue that the writing process is part of the analysis. Therefore, comparing ourthemes to the literature while analyzing our findings in the early drafts of this paper forced us tobe more critical and work to better understand and confirm our themes.LimitationsThough this study revealed key insights into senior scholar’s motivation to join the discipline ofEER, due to the secondary nature of the data, there some limitations to our findings. First,though the nature of Johri’s introductory question aligned with our research question, it was notnecessarily asked
specialized interests (Itoet al., 2009), but it has expanded to be used as a way to describe informal learning experiencesthat seek to support these interactions.High-school aged youth can participate in the weekend program as long a single semester to aslong as four years. Each year, new teenagers are recruited to participate when other teensgraduate. Each cohort of 25 interns includes five returning interns who lead a group of five newinterns. At the start of a 10-week long session, youth in teams are presented with a designchallenge: to imagine then create an engaging and educational visitor experience. Interns work inteams to communicate their ideas effectively with one another as they exchange information andconcepts, and engage in peer-to-peer
developing world. Dr. George has worked on projects in the Caribbean and in West Africa. Her projects combine her expertise in thermodynamics and heat transfer with the preservation of food, the cooling of space in hot dry climates, and empowering women’s cooperatives to better manage their natural resources.Ms. Erin Anne Kern, University of St. Thomas Erin is a Mechanical Engineering and French student at the University of St. Thomas in her junior year of study. She works in the Playful Learning Lab in the engineering department of her university and leads projects on using code to interpret music. Erin is interested in technical writing, finding ways to connect art and engineering, and sustainable engineering, and she
is now has a fourth cohort of students at NewMexico State University. For each student, pre- and post-program data were available viaindividual interviews, focus groups, transcripts, students’ writings related to career goals, andinterviews with their advisors. These rich data provide multiple insights about the students’mentoring experiences as well as the expectations of their mentors.Although the program is now working with its fourth cohort of students, the analyses in thispaper are based upon results from just the first two cohorts. Almost all of the members of thesetwo cohorts have transitioned out of the program. The cohorts differed in terms of thedisciplines and ethnic backgrounds of the students. For example, all of the members of
isevident within the courses this faculty member teaches, with multiple technology programs andinstructional software are used during class and for student study purposes. The FLC was not this faculty member’s first experience with collaborative learningtechniques. In fact, this faculty member had participated in multiple active or collaborativelearning professional development experiences and had facilitated another FLC focused on theintegration of active learning in faculty pedagogy prior to joining the FLC for implementation ofcollaborative learning techniques. This faculty member is identified by colleagues as an activelearning expert and can often be found counseling his peers on new techniques or approachestoward more interactive
treated communication “only as information Page 26.1493.2transfer” when what was required was a comprehensive development of social interactionskills. He thought that this could be achieved if students were given the opportunity to teachin their courses because “education, like engineering practice, relies on special kinds ofsocial interactions reflecting the specialized knowledge that defines the context”. He arguedthat students should be trained to teach because they also learn when they have to explain to“others using such methods as cooperative learning and peer instruction”.Trevelyan’s position is supported by a review of research on learning-by
of reference is ignored. ASC is considered to be agood predictor of future achievements. We combine here elements of informal and formallearning with near peer-to-peer mentoring, and creative problem solving, in a multidisciplinaryenvironment, so ‘above-average’ achievers from our diverse community become aware ofalternative, challenging, and/or lucrative STEM careers (Lowell et al., 2009), all the while beingin a “small pond” which should positively impact the ASC. We put ‘above-average’ in quotes,since there is evidence, as noted below, that their Social Economy Status (SES) may haveartificially depressed their normative scores.Cultural diversity is both a reality and an opportunity. The US Census predicts that from nowthrough 2060, the
software results, selection of superior design through NABC approach, AutoCAD drawings for the selected design, and conclusions. The proposal was assessed through evaluation rubrics. Table 3 illustrates the rubrics. 16% scored at least 90% and 42% scored 75% to 90% as well as 60% to 75%.5- Peer evaluation- 5%: team members were asked to evaluate their peers through rubrics on different skills such as working with others, attitude, time management, quality of work, contributions, and problem solving. The students were asked to submit their peer evaluation twice, one in the middle and the other at the end of the project. Appendix 6 shows the rubrics. 90% scored at least 90% and 10% below 60%.6- Presentation- 15%: each company was
and sophomore level engineering and phys-ics courses. Dr. Utschig's research focuses on assessment from the classroom level to the program and institutional level. He has published on teaching diversity, using technology in the classroom, and faculty development related to instructional design, assessment, and peer coaching. Prior to joining the faculty at Lewis-Clark State College, Dr. Utschig completed his PhD in Nuclear Engineering at the University of Wisconsin - Madison. His technical exper-tise involves analysis of thermal systems for fusion reactor designs.Dan Cordon, University of Idaho DANIEL CORDON is a Ph.D. candidate in Mechanical Engineering at the University of Idaho
frequently madeavailable to undergraduates. While completing whatever technical training they require to workin the lab, participants create a plan of research with their mentors taking into account therelatively short, ten-week, time frame of the research experience. In this period the student musthave time to complete the planned research, analyze findings and write up their results. One ofthe stipulations is that the research be relevant to the faculty-mentor’s overall research goals sothat the student is involved in a meaningful way. During the course of their research, theparticipant meets regularly with their mentors which include the faculty member as well as withthe graduate students, post-doctoral researchers and even undergraduate
and appointments with peer researchconsultants. Access points related to consultations with archivists and media librarians wereadded in Spring 2012.Working with campus institutional research staff, we were able to correlate Fall 2011 library usewith higher term GPA and retention for first year students while controlling for other variablesrelated to student success.1 The Student Success line of inquiry is useful for demonstrating thatsuccessful students do find value in the library. However, as students move beyond their firstyear, the factors contributing to student success become increasingly complex and interrelated.Therefore, while we continue to collect first year data and plan to check the correlation strengtheach semester, we are not
encourage undergraduateinstitutions to ensure that students graduating from their engineering programs can applyengineering knowledge, carry out experiments required in engineering work, but also are able tocommunicate in writing and orally, work in multidisciplinary teams, carry out the engineeringdesign process, and understand the impact of engineering solutions in a global or society context.Shulman12 argues that ABET’s Criterion 3 (a-k) are no longer sufficient. Nor have these learningoutcomes been fully achieved, particularly in providing curricula that help graduates address thecontemporary complexity of socio-technical engineering problems. Recently, Duderstadt4 called
ability to reduce heat transfer. Material choices were: bubble wrap, aluminumfoil, colored construction paper, colored foam sheets, metallic Mylar film, wooden sticks, cottonballs, and small paper cups. For a more detailed description of the curriculum, seeSchnittka (2009 a)3 or Schnittka (2009 b)4.In the after-school studio setting, students worked in small teams of two with a volunteerfacilitator to test materials, design the dwelling, test the dwelling, and create virtualrepresentations of their designs and ideas, write about their design decisions, materials used andfinal design. Volunteer facilitators were university students, and were key to motivating thestudents and keeping them focused on the design goals
units, writing programs for initializingthe sensor then controlling the requesting of data from the sensor and passing the data to thenetwork, adding a temperature application to the Chronos watch display, and writing the peer-to-peer protocol. The wireless microcontroller software flow is shown in Figure 2. Page 22.34.6Figure 2. Wireless microcontroller software flow.Industrial design aspectsIn the present project, special effort was made to include team members from differentdisciplines. One of the disciplines was Industrial Design whose practitioners give form andfunction to objects. This creative science utilizes knowledge of the arts
Edward Land)Traditionally, we look for students who enjoy working with others in synergistic relationships.Each semester (for the past 14 semesters) we (HOAD Research Group) have actively recruitedbiomedical engineering (BME) student research assistants under a joint venture agreement withthe Whiting School of Engineering (BME Dept) located at JHU’s Homewood Campus. Twosemesters after having established a successful BME track record, we began recruiting muchneeded mechanical engineering (MechE) RAs, and beginning summer semester 2011, electricalengineering (EE) candidates.All research assistants (RAs) learn to perform basic and applied research and the importance ofconducting peer reviews in order to benefit from lessons learned. HOAD Research