constructscorrelate to both specific teaching practices and student learning in the design classroom.IntroductionCognitive approaches to expertise across domains demonstrate that experts think in ways that arequalitatively different from novices, and these differences allow experts to approach problemsmore efficiently and creatively.1 Experts in any arena tend to recognize patterns and deepstructures, conduct extended qualitative analysis of problems, effectively monitor situations,apply well-tuned decision-making practices, and adopt an opportunistic, flexible approach.2 Butwhile researchers have examined expertise across a variety of domains, including the arts,games, athletics, and design, few sustained studies of teacher expertise are currently
research, Meyer2 describes three assumptions about human learning: 1. There are two channels. Human cognition occurs through two distinct channels: auditory (or verbal) and visual (or pictorial). The representation and manipulation of knowledge is different in each of these channels. 2. Each channel has limited capacity. Each of these distinct channels has limited capacity to manipulate and retain knowledge. Too many spoken words and other sounds at any one time can overload the auditory channel. Too many images presented together can overload the visual channel. 3. Active processing provides learning. People learn when they actively process information presented on either channel. The process of selecting and
ethicaland professional responsibility issues that are most pressing in contemporary engineeringpractice: 1. We often think about ethics primarily through the prism of some engineering disaster. Considering engineering / project disasters that you've been involved with, read or heard about; what do you think are the most important ethical and professional responsibility issues that need to be addressed in undergraduate engineering education? 2. Questions or issues involving ethics and professional responsibility occur regularly, on a day to day basis in engineering practice. Given your experience on the job, please identify the ethics and professional responsibility challenges
understanding commonalities acrosscapstone experiences and help lay the foundation for training future design educators. This paperpresents the descriptive statistical results from the survey, examines national trends in capstonepedagogy, and addresses the implications of the findings for design education.IntroductionCapstone design experiences represent a critical transition between the academic classroom andthe contemporary workplace, and as such have become both important sites for industrypartnerships and essential components of programmatic assessment and accreditation.1 Capstoneprojects typically require students to move beyond rote knowledge and apply life-long learning,engineering judgment, analytical decision-making, and critical thinking to
while attrition rates for those students starting in engineering haveincreased during the last quarter of the 20th century 2, 3. This is happening as the first wave ofengineers from the baby boom years prepare to retire from the active workforce; thus, thiscreates a gap between the insufficient number of engineers (and other scientist & technologyworkers) entering the workforce and the number of technologically focused researchers andinnovators needed to continue economic growth 1.Nationally, minorities and women continue to be under-represented in the engineering fields 4,and the ability to increase engineering undergraduate enrollment, persistence and graduation ofthis group will be necessary to meet the demand for more engineers 1, 5
project name to the project description (Figure 1). Page 15.419.4Figure 1. Project Selection TableAt the start of the school year and at the first class meeting, a Projects Kick-Off meeting isconducted. Each project is introduced by the sponsor and a brief description of the project ispresented. Because of time constraints, not much project detail is provided. Interested studentsare introduced to the sponsor and contact information is provided for further more detailedmeetings or discussions. These meetings and discussions are conducted during the first week ofschool
member of the American Society for Engineering Education (ASEE), the Optical Society of America (OSA), the Institute of Electrical and Electronics Engineers (IEEE), the International Society for Optical Engineering (SPIE) and the National Society of Black Engineers (NSBE). Page 15.1219.1© American Society for Engineering Education, 2010 The Diary of a Mad Student: Exam Diaries and Other Evaluation SchemesAbstractThe human cerebral cortex structure supports functions such as 1) sensing, 2) generalizing and 3)evaluating, which are important to the learning process.1 This
engineering laboratories with accessavailable to all faculty and students, mainly for classroom use. Many electrical/computerengineering leading industries use MATLAB and its toolboxes.Waves on Transmission LinesIn a transmission lines first approach towards teaching electromagnetics, students are first (a) (b) Figure 1: MATLAB movie snapshots taken (a) just before and (b) just after wave is incident on the load. The incident wave is blue and reflected wave is red. Page 15.509.4exposed to wave behavior on transmission lines
future projects. Surveys also indicate strong agreement that extremeexperience interviews “inspired ideas that are better for average users as well.” An examinationof interview transcripts shows the extreme experience interviews are valuable not only foruncovering a much more comprehensive set of customer needs, especially with respect toproduct-user interactions, but also for obtaining innovative redesign suggestions from customersthemselves. The results collectively show extreme experience interviews are an effective andvaluable addition to the design process in these courses, with additional room for improvementin teaching technique.1 IntroductionIn the last decade the engineering design community has shown tremendous interest in
women’s underrepresentation in the context of Purdue, and creating new models via institutional ethnography. Her past research has focused on using the metaphor of a boundary as a tool to better understand how faculty determine what counts as engineering, and to identify how engineering might be understood as a gendered discipline. Address: School of Engineering Education, 701 W. Stadium Ave., West Lafayette, IN 47907, 1-765-496-1209 (v), apawley@purdue.edu. Page 15.1343.1© American Society for Engineering Education, 2010 Using the Emergent Methodology of Domain Analysis
appendix provides more details of one of the legacy cycles.RET module #1: Aspect Ratio of Synthesized Polymer NanorodsA. Research SummaryNanorods have been widely investigated, and one significant application is in medicaldiagnostics4. Aspect ratio for a nanorod is defined as the length of the “fiber” divided by itsdiameter. It is believed that higher aspect ratio in the nanorod will contribute to theireffectiveness in protein separations when the nanorods are combined in a composite withhydrogels and then the composite is used in electrophoresis5. Electrophoresis is the movementof charged molecules (proteins) through the hydrogel driven by electrical current. In addition,balance of properties for the hydrogel composite is important, and nanorods
outcomes are realized.1. Introduction, Perspective and Guiding Principles1.1 Population SizeAccording to the latest census, the total population of Qatar is 1.58 millions of which Qatarinationals represent only 20%. Considering the male/female ratio of the population we notice thatfemale constitute only 22% of the population which reflects the fact that a large ratio of thepopulation is of labor nature. The two major industries in Qatar that attract this kind of labor arethe oil and gas, and the construction industries. But, in an apparent paradox,the ratios within theuniversities in Qatar, we notice that female students are dominant: about 70% of QU students arefemales. Even in the College of Engineering, females constitute 60% of the student
aspirations.1 Introduction and BackgroundMany engineering schools are now employing a service-learning approach to globally-basedhumanitarian projects3,4,5. The importance of integrating both globalization and social needs intothe engineering curriculum is acknowledged by the ABET criteria6, and human need is a clearpriority of the engineering profession, as indicated in the NSPE creed*,7. However, the majorityof North American engineering students are not familiar with the contexts in which vast needsexist, such as those among the physically disabled or the estimated 4 billion people living on lessthan $2 a day (PPP)8. These conditions represent a formidable “frontier design environment”, orenvironments outside the experience and expertise of most
.”1 Harvard University andUniversity of Virginia researchers, after examining the question of whether students who hadtaken AP courses in high school performed as well in college as AP advocates said they should,concluded that “doing well in an Advanced Placement science course in high school does notguarantee that a student will do equally well in an introductory college-level course in the samesubject.”2A study at Notre Dame University examined the question of how students with AP credit forcalculus compared with students who arrived at the university without having had the APcalculus experience. “In Calculus III, those students who arrived with AP credit for the first twocalculus courses outperformed those students who took Calculus I and
they will construct inclass and then solve for the variables of kinematic motion.Most engineering students are visual, sensing, active, sequential and inductive learners 1 whilemost teaching is verbal, intuitive, sequential and deductive 2. In an effort to change the teachingstyle to address the students preferred learning styles, the K’NEX projects and subsequent in-class worksheets address visual, sensing, active and inductive learning styles. To assess studentlearning, comparisons will be made of students with no model usage, students who createdmodels but did not utilize the model/worksheet in-class activities, and those students who notonly created, but also were exposed to hands-on activities using models during the dynamiclessons
for developing the advanced skills in students that industryfinds valuable and that are necessary to differentiate ones own engineers from thosetrained elsewhere. Efficient educational processes can be created through the application of CPI by:1) reducing variability in learning outcomes by having a higher percentage of studentsdemonstrate the skills and learning outcomes required to pass the class; 2) eliminatingnon-value-added activities from the learning process for both students and faculty in andout of the classroom; and 3) improving the satisfaction both of the industry customer byproducing graduates with stronger skills who have more confidence in their basicengineering skills, and of the student products with their educational
until three co-op training sessions are completed as shown in Figure 1below. Division of General PROFESSIONAL SCHOOL OF Engineering Studies ENGINEERING Division of Basic Studies Higher Studies First Year Second Year Basic Studies -1 Basic Studies -2 Graduate Program Academic Academic CO-OP Academic Studies Studies Studies Academic Academic CO-OP Academic
their learning. The following questions helped drive theselection of theories: 1. How do individuals become effective team members? 2. How do projectteams become high performing teams (and what does a high performing team look like)? 3. Howdo such teams effectively adapt to project and situational demands? Some of thedisciplines/fields and theories that inform the evaluation framework include: experientiallearning and project-based learning in education1; design theory and cross-disciplinary learningin engineering2,3,4; teamwork and diverse teams in psychology 5,6; design theory in management7,8 ; socio-cultural systems and organizational learning in system theory 9,10.Evidence from team research studies indicates that design task complexity
be written as the product of three contributing factors: 0net = 0thC0fcC0ec (EQ 1)where 0th is the cycle thermal efficiency, 0fc is the fuel conversion efficiency, and 0ec is theelectrical conversion efficiency, students were asked to find at least one of the non-computedvalues on the right-hand-side (RHS) of equation EQ 1 and compute and compare the remainingunknown efficiency.Students were then given an alternative fuel source to research. When the alternative fuel was a“heat producer” (i.e. either a hydrocarbon or nuclear), students were asked to assume that theircoal plant could be simply converted for use of their alternative fuel. Clearly, this approachwould not work for
experience and often without) as a professor, andinject their knowledge, innovations, and standards. The difference between this situationand that discussed above is that the person now usually already has (1) some idea ofweaknesses in the program and faculty (at least from a former student’s perspective), (2)a genuine loyalty and concern for, and desire to improve, the program, and (3) personalrelationships with his/her former professors. However, he/she still often doesn’t knowwhat he/she doesn’t know about behind-the-scenes operations and, thus, has only a partial Page 15.1265.6view of realities (political, logistical, bureaucratic, interpersonal, and
; transnational feminism and globalization; and sociology of developing nations. In her doctoral dissertation she has examined the effects of sex-segregation and racial/ethnic segregation on the job-related well-being of women workers in U.S.A. She is also associated with the Women’s Studies Program at Purdue University. Before coming to the U.S. as a graduate student, she worked as a lecturer in the University of Calcutta (Kolkata, India) teaching courses on gender, industry and labor market; gender and social change; women and development; and sociological theories and methods. Address: Discovery Learning Research Center, Suite 228, 207 S. Martin Jischke Drive, West Lafayette, IN 47907, 1-765-494
higher than the range of interest, but this effect cannot be completely eliminated inpractice because it requires an ideal lowpass filter.In order to motivate students to master the theoretical descriptions of quantization and aliasing, itis useful to provide an opportunity for the students to see and hear these effects for themselves.A 3-Bit Flash ADC Circuit to Demonstrate QuantizationThe ADC circuit shown in Figure 1 is a 3-bit flash ADC which is designed to demonstrate theeffect of quantization. The ADC is set up so that input values near 0 Volts are converted to thebinary number 000, the input values near 1 Volt are converted to the binary number 001, theinput values near 2 Volts are converted to the binary number 010, and so on up to 7
Know” Sections are includedwith an assortment of shortcuts and interesting facts to make them both more informative andmore interesting. The summary page from the second tutorial is shown in Figure 1. Note thesidebar on getting more information on Squeak. Special consideration is needed for the intended Page 15.992.4young audience.Page 15.992.5 Table 1: Organization of the Tutorials Tutorial Tutorial Tasks Concepts Taught1. Getting Started Use Built-in Squeak Objects Basic Programming Rulesin Squeak Create an Etch-A-Sketch” Basic Squeak Historical
and address a serious issue facing our students that could possibly affect their behavior.The author hopes to share his experience and some results of this effort to accomplish some ofthese goals through HB101.The ProblemThe fact that many young adults abuse alcoholic beverages, and especially beer, is not recentnews or surprising to most people, especially those who work at colleges or universities.Research has found that the “vast majority of college students drink alcohol, and over half can beclassified as moderate or heavy drinkers.” 1 “High alcohol consumption has been linked to arange of adverse effects, including high blood pressure, heart disease, and cirrhosis of the liver.”2More disturbing is the prevalence of binge drinking
innovative and challenging sophomore coursethat integrates Dynamics and Statics. Details regarding implementation of this course are thefocus of this paper. Challenges to achieving success in this new course have been many anddemanding. These include (1) development of a dedicated textbook, (2) development of learningexercises to foster student comprehension, (3) reorganization of topical content including topicdeletion and added emphasis on certain topics, (4) preparing faculty for change, (5)accommodating limited student maturity, and (6) dealing with widespread misgivings about theproject. Some previously presented data are shown to indicate that the new approach and newcourse have been effective in terms of improved student performance on a
underrepresentation in the context of Purdue, and creating new models via institutional ethnography. Her past research has focused on using the metaphor of a boundary as a tool to better understand how faculty determine what counts as engineering, and to identify how engineering might be understood as a gendered discipline. Address: School of Engineering Education, 701 W. Stadium Ave., West Lafayette, IN 47907, 1-765-496-1209 (v), apawley@purdue.edu.Karen Tonso, Wayne State University Karen L. Tonso, an Associate Professor of Social Foundations in the College of Education at Wayne State University, uses approaches common to cultural anthropology to study the structure of schooling, especially the
. Grading for the project consists of 60% based on meeting all of Page 15.450.2the engineering requirements (no partial credit is given), 30% based on the content of the report, and10% based on spelling, grammar, and writing style. There is a 10% reduction for late submittals. Alisting of the projects for the course is shown below. • Lab 1: Software-defined Calculator Project (2 weeks) • Lab 2: Thermocouple Project (2 weeks) • Lab 3: Waveform Generator Project (2 weeks) • Lab 4: Digital Multimeter Project (3 weeks) • Lab 5: Elevator Control
deflections. Euler columns, repeated loading and connection. Co-requisite Lab: 1 credit hour ENGR 247.The principle learning objective of the course is to develop and refine the student’s problemsolving skills. Therefore the syllabus for ENGR246 states: Course Learning Objective: Problem Solving Skills The principal objective is to learn, develop and refine problem solving skills. Therefore most of the work of the course will involve out-of-class problem solving assignments that require knowing and applying the principles governing (the basic engineering sciences or statics or the mechanics of materials).The method of course delivery generally follows the traditional teacher-centeredlecture/homework/exam format
Graduate Fellow of the National Academy of Engineering's Center for the Advancement of Scholarship on Engineering Education (CASEE).© American Society for Engineering Education, 2010 Page 15.554.2© American Society for Engineering Education, 2010 Experiences of Graduate Teaching Assistants in Engineering Laboratories: Content Analysis Using the “How People Learn” FrameworkAbstractIn higher education, graduate teaching assistants (GTAs) have undertaken different instructionalresponsibilities, particularly in science and engineering laboratories. Herein, we utilized the HowPeople Learn (HPL)1 as an overarching framework to evaluate GTAs