be able to use the study results tolearn “best practices” within the MESA program that might assist with the national agenda ofguiding underrepresented students into STEM programs.AcknowledgmentsThis material is based upon work supported by the National Science Foundation under Grant No.1020019. Any opinions, findings, and conclusions or recommendations expressed in this materialare those of the authors and do not necessarily reflect the views of the National ScienceFoundation. The authors are also grateful for the support of Oscar Porter, Executive Director,and Juanita Muniz-Torrez, Program Operations, of California MESA.References 1. Chubin, D.E., May, G.S., and Babco, E.L. (2005). Diversifying the engineering workforce. Journal of
the activity enjoyed learning theconcepts via designing and team work. 4 Figure 3 Rate the motor design team activities from very interesting (5) to uninteresting (1) 50 45 Number of students 40 35 30 25 20 15 10 5 0 1 2 3 4 5 Low (1) to high (5)Figure 4 displays the responses to the question, “Do you think that the motor design team projectmotivated you to learn the engineering physics concepts?” This reflects the students’ viewregarding the effect of the project in learning
observe others doing something different that could impact their measurement or yours? ‐ Identify one or two challenges in following this procedure.4 Participants Identify This step helps participants reflect on what was learned. This helps them get Concepts beyond doing a fun exercise to considering how the effort might be important for other tasks. Questions include: ‐ How does the information from the good measurement practice relate to your experience in the Flask Exercise
before beginning any laboratory experience. Students then moveinto the hands-on experience with guidance before given the opportunity to exploreindependently. Through exploration, students have options to investigate which promotesdiscussion and sharing of information with others. Students are asked to reflect on their findingsfrom their laboratory or hands-on experience and make predictions about their understanding.To conclude the learning experience, students are asked to make a final product based on theirnewly acquired knowledge or compare their findings with standard information used in today’schemistry course. Table 1. Proposed curriculum changes. Scientist Units
connected with the developed onlinemanagement system to incorporate more experiments. The authors and colleagues in otherengineering departments will collaborate to share the facilities to achieve a broader impact onmultidisciplinary teaching and research.Acknowledgment This project is supported in part by National Science Foundation award #0817462, #0942807,and #1238859. Opinions, findings, and conclusions or recommendations expressed in thismaterial are those of the authors and do not necessarily reflect the views of the National ScienceFoundation.Bibliography1. "Leadership Under Challenge: Information Technology R&D in a Competitive World", President's Council of Advisors on Science and Technology, Aug 2007.2. Jorgenson, D.W.; and
to 2011 US News and World report, theUF College of engineering ranking stands pretty good. (Table 2). It can be seen in Table2, row 5 the 2011 overall ranking of the civil engineering is 31 and among all U.S. publicschools, the ranking stands at 20. This is considered pretty good which reflects thesoundness of the curriculum offered by the civil engineering department. Table 2 UF Graduate Engineering Specialties Ranking 2011 Edition (April 2010) 2010 Edition (April 2009) Specialty Overall Public # of Overall Public # of Rank Rank schools Rank Rank schools Aerospace 19 13 55 21
effective aperture area of the antenna, and is the wavelength of the mean frequency ofinterest. Both TB and Fn are functions of direction. Accurate antenna temperatures are obtained bymodifying the step sizes while getting faster results. The rate of convergence in numericalintegration can be slowed down or even reversed due to a singularity at the boundary of theregion of integration in the integrand function or data.II. MethodologyThe recent development in computational capabilities, along with increased software reliability,made the numerical method and simulation approach more favorable. Examples of radiationpatterns can be used to evaluate the integrals that reflect different kinds of antennas, such astraditional versus a focused antenna
appropriate documentation the car modifications could be accomplished during a semester Page 23.278.7 Absolutely. I tend to learn more working on projects as opposed to learning theory in a classroom, although this project would be impossible without previous microcontroller and programming experience in the classroom. I think this project reflects some current trends in the direction technology is heading which makes it valid and exciting. Projects near the cutting edge of technology make it possible for students to contribute in the future.Was the time spent appropriate? Yes. There was a large
higher percentage of verballearners prefer MATLAB compared to their visual counterparts.IntroductionTheoretically, there are several different learning styles that can be observed in students. Oneway to assess these learning styles is to use the “Index of Learning Styles” designed by RichardFelder and Barbara Soloman2. The questionnaire assesses the students’ learning styles based onfour dimensions of learning: Active vs Reflective, Sensing vs Intuitive, Visual vs Verbal, andSequential vs Global. This study focused only on the Visual vs Verbal and Sequential vs Globaldimensions of the questionnaire. The purpose of this research is to determine the learning stylesof the students enrolled in Computer Aided Design, as taught in the Mechanical
materials.AcknowledgementsThis material is based upon work supported by the National Science Foundation Course,Curriculum, and Laboratory Improvement Program under Grant No. 0837749. Anyopinions, findings and conclusions or recommendations expressed in this material arethose of the author and do not necessarily reflect the views of the National ScienceFoundation.Bibliography1. I.A. Halloun and D. Hestenes, The Initial Knowledge State of College Physics Students. American Journal of Physics, 53(11): p. 6. (1985).2. S. Krause, J.C. Decker, and R.F. Griffin. Using a materials concept inventory to assess conceptual gain in introductory materials engineering courses. in Frontiers in Education. (2003).3. G.L. Gray, et al. The dynamics concept
. Page 23.372.6Figure 5: CFRP Displacement ContourFigure 6: CFRP Displacement Contour Page 23.372.7Figure 7: CFRP Stress ContourFigure 8: CFRP Stress Contour Page 23.372.8Figure 9: CFRP Strain ContourFigure 10: CFRP Strain Contour Page 23.372.9The results of the finite element analyses, bending stiffness calculations, and torsional stiffnesscalculations are reflected in Table 2. The results of the steel frame analysis were as expected. Itexhibited the least amount of displacement and the highest resistance to deformation. However,its mass was the greatest. The mass of the aluminum-steel frame was substantially lighter.However, its resistance to
anexcellent platform for the students to study the theory and explore different designs for the suntracking solar power system. After testing and verification using the simulation, a prototypesystem will be built in the laboratory.AcknowledgementPartial support for this work was provided by the National Science Foundation's TransformingUndergraduate Education in Science, Technology, Engineering and Mathematics (TUES)program under Award 1140447. Any opinions, findings, and conclusions or recommendationsexpressed in this material are those of the authors and do not necessarily reflect the views of theNational Science Foundation. Page
defined in the context of four dimensions: spirit, trust,interaction, and learning as a common expectation5. Spirit represents the recognition that oneholds membership in a given group and reflects the bonding that emerges as individuals spend Page 23.396.2time together. Trust demonstrates the developing reliance that members have on one another.Interaction can be described as the degree to which individuals share more personalizedinformation to provide mutual support. Learning as a common expectation represents the unifiedgoal of the students and provides everyone involved with a focused outcome5.Ruth Brown’s theory about the community
timely that the FE and PE exam specifications have been revisited to reflect changingpriorities within the profession. For academic departments to stay relevant and assist industrialengineering graduates to become PE licensed, modern curriculum should stay closely aligned tothe FE and PE exam specifications but not attempt to “teach to the test”. The paper concludeswith a discussion of how these specifications have been used to assess and update academiccurriculum.I. Background on Professional Licensure through NCEESThe National Council of Examiners for Engineering and Surveying (NCEES) is a nationalnonprofit organization dedicated to advancing professional licensure for engineers andsurveyors. It develops, administers, and scores the
weneed real-world skills and experiences. Page 23.57.5In order to modernize our program, we need to focus on both the curriculum and thefacilities. Strong industrial support in the form of money, equipment, and adviceenabled significant facility upgrades. Substantial amounts of faculty time and effortwere also required for curriculum revisions. Historically lecture and theory basedcourses, have been dramatically upgraded to reflect the concepts and skill sets need bytoday’s graduates.OutcomesUniversity administrators routinely visit the project based problem solving learningenvironment with distinguished guests to highlight the innovative learning
of the PACE surveys and the publication of the CTC report in 2008 results in aninteresting natural experiment. This paper examines changes at the PACE schools from 2008 to2012 specifically around survey items about perceptions of the engineering field, and perceptionsof flexibility in engineering. These particular items were thought to reflect the ideas in the CTCmessaging. The paper describes the activities at the schools that saw key improvements on theCTC related survey items, and those schools that did not see as many improvements. This Page 23.77.2research paper provides evidence of the influence of the CTC interventions at the PACE
professionals.23,24,25 Some of the areas included are: oral communication, writtencommunication, science, mathematics, ethics/social responsibility, teamwork/collaboration,creativity/innovation, information technology application, professionalism/work ethic, self-direction, analytical thinking, reading comprehension, and critical thinking/problem solving.These go beyond basic knowledge in one’s area of expertise and reflect important skillsnecessary in today’s workforce as well as the workforce of tomorrow.23,25,26 These also representareas of weaknesses frequently cited by human resource personnel and senior executives withrespect to new college hires.24 There is definitely a need to provide opportunities for students todevelop these skills and to
experiences and information. It is a precursor to the constructivist theories that we use tounderstand our students’ learning experience. In both internalization and constructivism, studentsconstruct their own understanding of their experiences and of the materials they are presented.1Such construction asks students to refashion pre-existing beliefs about the topics covered in thecourse as they receive new ideas, deeper understanding, and novel approaches. To facilitate this,instruction focuses on providing students with opportunities to develop, apply, and reflect ontheir own conceptions of course materials, subject to ensuring compatibility with the widerengineering profession. Course instructors and instructional materials also avoid
activities that present direct challenges tostudents’ most common misconceptions. Students are presented with physicalsituations or simulations in which the most-common misconceptions will leadthem to make a false prediction of the outcome. For example, predicting that thetemperature of a ceramic floor tile is lower than the temperature of a piece ofwood. Students then actively engage in experimenting with the situation, takingthe opportunity to convince themselves that reality is not as they had predicted.Students then reflect on their experience in order to cement their learning. Thekey aspects of Laws et al’s approach are summarized in Table 1.TABLE 1:Elements of Inquiry-Based Activity Modules [2](a) Use peer instruction and collaborative
will be the reason to engage in sustainable projects. 13.60%indicated better sustainable design guidelines will encourage them to be more involved insustainable projects.85.70% mentioned participation in LEED projects as part of sustainable practices. It gave a clearidea that LEED is the most popular/recognizable sustainable practices in this region. 64.30%respondents also indicated sustainable projects were public projects.In another multi choice category on how much certain factors hindered sustainable buildingpractice, 83.30% respondents indicated recovery of long term savings do not reflect in upfrontcosts. 58.30% indicated sustainable practices are too expensive, 38.50% mentioned lack oftechnical knowledge on the part of others within the
. All of these rubrics are in a stateof flux and I use Engineering Studies here for convenience.underrepresented groups into existing institutions and practices necessarily constitutes anemancipatory gesture. If engineering as a profession reflects social and cultural privilege (as thefield is currently populated in university, corporate and state settings), ES asks, how can theexpertise that constitutes engineering, and the field’s resulting projects, not also embody socialoppressions? A crucial point with which to begin this conversation involves old culturalpresumptions that physical disability is necessarily associated with intellectual impairment;visible and audible bodily differences are still readily assumed in U.S. culture to be
Huberman’s contact summary form to capture immediate reflections on the interview and toprepare for the next interview. These reflection questions are reproduced in Table 4. Table 4: Post-interview reflection (memo). From Miles & Huberman’s46 contact summary form (p. 53) 1. What were the main issues that struck you in this interview? 2. Summarize the information you got (or failed to get) on each of the target interview areas you had. 3. Anything else that struck you as salient, interesting, illuminating or important in this interview? Any patterns? 4. What new (or remaining) questions do you have in considering next interview with another subject
course.References1. “The STEM Workforce Challenge and the Role of the U.S. Department of Labor in a National Solution”, http://www.doleta.gov/youth_services/pdf/STEM_Report_4%2007.pdf2. “Science and Engineering Indicators 2012”, http://www.nsf.gov/statistics/seind12/c0/c0i.htm3. Meyers, K., Silliman, S., Gedde, N., Ohland, M., “A Comparison of Engineering Students’ Reflections on Their First Year Experiences”, Journal of Engineering Education, April 2010, Vol. 99 Issue 2, p169-178. Page 23.11.74. Tolley, P., Blat, C., McDaniel, C., Blackmon, D., Royster, D., “Enhancing the Mathematics Skills of Students Enrolled in Introductory Engineering Courses
documenting data used in risk assessmentand reduction, including: deriving a risk score, defining an action plan, revising the risk score,and specifying an outcome measure. During the class time, teams perform an initial riskassessment for a few hazards in their design, determine if these risks justify redesign, propose Page 23.1394.4design changes, and re-assess the risk. They then reflect on the importance of Prevention throughDesign and its value to themselves, their employers, and society in the future. The lesson endswith a quiz to determine how this lesson has affected individual students’ attitudes andunderstanding of Prevention through
referenced could easily be considered withoutleaving the spread. The results are remarkably consistent for Segui and McCormac, each withabout 66 proximity; these two books have the greatest market share for undergraduate steelcourses. Proximities in this neighborhood reflect the effort of publishers to keep referencedobjects on the same spread.Table 3 Proximities of referenced objects Proximity of Referenced Objects (%)Author(s) Same Page Facing Page Same Spread FurtherWilliam T. Segui 50.0 15.6 65.6 34.4Jack C. McCormac 50.0 16.7 66.7 27.7Louis F. Geschwindner
incompleteheader information provided by our students on their FE exams, we obtained data from only 72%of our students (134 out of 186). We wished to verify that the grade-point averages (GPA) of theexaminees reflected the overall cohort of graduates; however, the very high percentage of ourstudents taking the FE exam virtually assures a strong correlation using any statistical metric. Amore meaningful measure was suggested by Dr. Yonnie Chyung, an Instructional & PerformanceTechnology professor and expert in assessment techniques6. The approach we use to verify thatthe FE metric accurately measures all of our students is to compare the GPA distributionbetween all graduates and graduates who took the FE exam while they were students.ResultsA
to collect data from a variety of stakeholders, including undergraduate students,instructors, researchers, and administrators. The G-RATE provides feedback from multiplesources, including survey responses from students, real-time classroom observations, and/or theinstructors’ self-reflections. Here, the authors focus on the Observer function, which providesreal-time observations of pedagogical practices implemented by an instructor. For the purposesof this study, videos of classroom interactions were used to simulate the environment theimproved tool will be used in for future studies. In the future, this tool can be used to conductreal-time observations or to conduct analysis using video recordings of previous classes.Overview of the
, anacquisition of a large number of these mobile Analog Discovery modules for an introductoryclass shall prove to be quite an “ideal” solution. This will give the students an opportunity to testand design circuits at a time and place of their own choosing. Students would typically receive aserialized Analog Discovery station for a given semester and return it back to the departmentfully tested and in working-condition. If the stations are not in working-condition then thestudent’s school account will reflect charges for the replacement. Students may also choose toorder their initial device and supplies directly from the manufacturer.In Electric Circuits I following labs are conducted: 1. Series/Parallel DC circuits 2. Superposition Theorem (DC
industrypartners and student site visits were very helpful in delivering the course concepts to thestudents. It was important not to repeat material covered in the prerequisites but to build on theprerequisites as a means of determining best option based on economy, easy of construction andenvironmental issues.As engineering educators, faculty should not be afraid to introduce new courses or modify theexisting courses to reflect the ever changing technology and society needs.Bibliography 1. Accreditation Board of Engineering and Technology (ABET), “Criteria for Accrediting Engineering Programs, 2012-2013”, http://www.abet.org/DisplayTemplates/DocsHandbook.aspx?id=3143. 2. Charles M. Vest, “Educating Engineers for 2020 and Beyond”, March
Education and co-director of the VT Engineering Communication Center (VTECC). She received her Ph.D. in Linguistics from the University of Chicago and an M.A. and B.A. in English from the University of Georgia. Her research interests include interdis- ciplinary collaboration, design education, communication studies, identity theory and reflective practice. Projects supported by the National Science Foundation include interdisciplinary pedagogy for pervasive computing design; writing across the curriculum in Statics courses; as well as a National Science Foun- dation CAREER award to explore the use of e-portfolios for graduate students to promote professional identity and reflective practice. Her teaching emphasizes the