thinkingand other General Education objectives addressed in the course. Following the completion of thecourse materials, a curricular course proposal was submitted to UFS and underwent consultationprocedures. Ultimately, the proposal was approved by UFS in April 2018 and the course wasoffered to students for the first time in the fall of the same year.Throughout the course, students had access to a variety of fluid apparatus and were encouragedto experiment with creating novel flows. Each image produced by the students was required to beaccompanied by a write-up, which some of the art students found surprising. The student workwas then evaluated for both artistic and scientific merit, with an emphasis on developing anappreciation for the beauty of
learning path. It will alsopromote the following key elements of high-impact practices (HIPs) suggested by theAssociation of American Colleges and Universities: significant investment of time and effort bystudents over an extended period of time; interactions with faculty and peers about substantivematters; frequent timely and constructive feedback; periodic, structured opportunities to reflectand integrate learning; and opportunities to discover the relevance of learning through real-worldapplication. An example of modeling assignment currently developed for the Machine Designcourse is the simulation of shaft deflection using finite element analysis (FEA).Students’ engagement throughout the remote lectures could be enhanced by increasing
at theirmeasurement data and noticed that all these students measured the feedback loop many timescompared to their peers. For example, student 11’s final six measurements were clicking back andforth between the two breadboard rows on either side of the loose feedback wire. This makes sense,since from the picture presented, the circuit is wired correctly, and the voltage difference betweenthese points is surprising. Many feedback measurements strongly indicate that the student noticedsomething was wrong in this region, but it is not sufficient to indicate that they understood the rootcause of the issue: 5 students measured the feedback loop at least 4 times without writing thecorrect cause in the follow-up questions. Since students are so
form and Qualtrics. The purpose of the survey is twofold: a. Tounderstand what students’ expectations and the diversity in their expectations are, and b. To helpstudents actively recognize the diversity among their peers. Librarians can get a sense ofclassroom diversity by looking at the results of the survey. However, that alone does not advancethe concept of inclusion. According to McNair, inclusion is the “active, intentional, and ongoing engagement withdiversity—in the curriculum, in the co-curriculum, and in communities (intellectual, social,cultural, geographical) with which individuals might connect—in ways that increase awareness,content knowledge, cognitive sophistication, and empathic understanding of the complex
standards, financial management, business conduct, leadership,communication, etc…. Early in the semester, the students were asked to update, peer review, andsubmit copies of their resume as an assignment. Under the auspices of “another resume exercise,”in opening to a lecture on diversity and inclusion, the author provided each student in attendanceone of two resumes. The resumes, provided in Appendices A & B, were developed to reflectexperiences familiar to students at the author’s institution, and were identical with the exceptionof utilizing a traditionally female vice traditionally male first name. The resumes were distributedto students in attendance randomly. Students were given approximately 5-10 minutes to reviewthe resume then, using
students without early exposure to real-worldapplications of their major, that give positive insight into potential careers, do not always connectwith upper-classmen to use as successful peer role models. This research has shown that accessto peer role models increases academic persistence [1], [2]. It has also been shown that retentionof URM and women is increased through project-based learning or experiential learningpedagogies and techniques[3]-[9].Moreover, URM students often have a limited perspective of their contributions to improvingtechnology due to social issues such as a lack of exposure to engineering and science professionsand having personal role models in their local community who are scientists or engineers.Furthermore, when URM
exam. As there is no BAEN specific exam, the‘Other Disciplines’ exam is used here as a stand in; however, BAEN students have been knownto excel at other FE discipline exams [12].Results The 10 Learning Outcome (LO) areas identified were: 1. Engineering Core + Foundation: 4. Professional and Technical as defined above Writing/Communication 2. System Design Theory and 5. Macro- and Microbiology, Practice: defining structure, Physiology architecture, and data of a system 6. Economics and Optimization to satisfy specified requirements 7. Electronics
1 Code Hardening: Development of a Reverse Software Engineering Project Cynthia C. Fry, Zachary Steudel Department of Computer Science Baylor University AbstractIn CSI 2334, “Introduction to Computer Systems,” we introduce a group project to the studentswhose purpose is to simulate a team project on the job. Group projects are used very frequently toprovide a similar learning environment which capitalizes on the benefits of peer-to-peer instruction,or cooperative learning. In this group project, students
• Formal mentoring (peer and otherwise)• Living-learning communities• Affinity groups (e.g. SWE) WISEM.MINES.EDUSLIDE Notes: Research tells us that a sense of community can increase retention. Community can be built througha variety of practices (listed on slide) WISEM.MINES.EDU Community Building at MinesSociety of Women EngineersFlorence Caldwell Scholarship WISEM.MINES.EDU #womenatminesCommunity Building Best Practices Mines Examples:The Mines student section of the Society of Women Engineers (SWE) is the largest student organization on campus
team projects based on engineering design. The projects aremajorly evaluated as team assignments, however there were minimal individual components(reflection and peer-critique).Data collectionData for this study was collected both from a self-reported survey and student records. Thelearning styles, social skills and personality data came from a survey administered at the end ofthe semester. The preferred learning style was obtained by the VARK scale [15]. It is a 16 itemsquestionnaire with four categories V-A-R-K. The preferred learning style is the category with thehighest score. The reliability estimates for the scores of the VARK subscales are .85, .82, .84,and .77 for the visual, aural, read/write, and kinesthetic subscales [16]. The
accessibility on theBC campus. Weekly near-peer-led reflection sessions draw on BC’s Jesuit-Catholic traditions ofstudent formation in which small groups of students grapple with the ethical dimensions ofengineering and consider how course content influences their personal and academic paths.One of MMW’s pedagogical challenges was how to create opportunities for students to take onthe interdisciplinary learning outcomes of the course: namely, to think creatively across history,engineering, and ethics and to apply their learning to real world situations. Our solution was aseries of interactive case studies to model the ways in which practicing and thinking aboutengineering connects with pressing social, environmental, regulatory, and political
school. Mrs. Newley coaches the exploratory robotics club for grades K-8, and the competitive high school robotics team, FTC. She contributed to international pub- lished papers, national proceedings, is the process of writing several children’s books, and has presented a workshop on robotics for elementary school students.Mr. Erdogan Kaya, University of Nevada Erdogan Kaya is a PhD student in science education at University of Nevada, Las Vegas. He is work- ing as a graduate assistant and teaching science methods courses. Prior to beginning the PhD program, he received his MS degree in computer science and engineering. He coached robotics teams and was awarded several grants that promote Science, Technology
evidence-based writing, and alsoto interacting with stakeholders. In the coach role faculty provide a moderate amount of structure, withweekly assignments and meetings, and considerable formative feedback. Since the problems are usuallyauthentic and impact a client, there is considerable attention to the quality of the result; however thedelegator role is more appropriate than supervisor since learning outcomes emphasize transferrable skillsrather than disciplinary content. Major Project: Nine credit-hour experiences in which students tackle a challenge in their major area ofstudy, typically in small teams. For engineering students, this might be a design project for an industrialsponsor, or it could be related to faculty research. Students
engage with them in professional skill workshops. The S2S program aims to prepare both graduate and undergraduate students with the professional skills they will need after graduation regardless of if they are going into industry or academia. A multitude of skills are covered in the program that address the knowledge, skills, and abilities necessary for the Tshaped engineer, including but not limited to: information literacy, leadership, teamwork, diversity, time and project management, reflection scientific/written/oral communication, writing, career services, entrepreneurial mindset, and public speaking. To
effectively developed throughcontinuous, experiential, and collaborative learning experiences [12, 13]. One particular exampleof this is the Affinity Research Group model [14], which sees engineering learning as an iterativeand social process in which students achieve learning outcomes through their own experiences asmembers of a community brought together by a shared goal. In an Affinity Research Group,students continuously engage in experiential learning groups as they move forward in their careerpathways. This allows them to not only learn from their peers, faculty, and mentors, but also helpand mentor others in turn. This model of learning is particularly relevant in the case of Hispanicand first-generation students, who posses cultural work
-disciplinarydomain of new product development4. Therefore the importance of a teamwork approach wasparticularly emphasised and practised in this course. However, potential downsides ofteamwork in an academic environment are that some students attempt to take advantage ofteam arrangements in order to get a ‘free ride’, or to avoid certain types of tasks such as CADmodelling or report writing7,8. To eliminate these problems as much as possible, a range oftools such as confidential peer assessment, oral interviews and specific work and submissioninstructions for students were used in the course. A confidential peer review process wasapplied as a tool to discourage students from freeloading and cheating. Another importanttool used to facilitate the teamwork was
sources to assess and improve both individualstudent learning and a program-wide approach to reflection is an effective way of assessment.Ash used two tools to guide the process of reflective writing in two courses. Associated rubricswere used to evaluate the quality of thinking demonstrated in the written reflection. Ash’s resultssuggest that these tools can improve students’ higher order reasoning abilities and criticalthinking skills relative to academic enhancement, civic engagement, and personal growth. As aresult, students can improve the overall quality of their thinking and learning. Based on thisresearch finding, reflective journals were used as a data source to assess learning outcomes anddraw cognitive maps, which is the purpose of
; stimulates creative thinking byposing open-ended real world design problems; requires application of technical skills andconcepts; and provides training and practice of writing and oral presentation skills [2]. Inaddition, inclusion of an open-ended design experience prepares our graduates to implement thebest engineering and management practices and technologies in the engineering design industry.Capstone Course Process The Youngstown State University School of Engineering Technology philosophy is tocreate an academic environment that resembles the work environment into which the graduate isexpected to be employed. The capstone course sequence (CCET 4884 – Civil/StructuralFacilities Design and EET 4880 Electrical/Mechanical Facilities Design
in Office Hours and in ClassAbstractOne of the most challenging and unexpected aspects of a new professor’s career is dealing withstudent emotions. Emotions, especially anger and frustration, can have an impact on studentsuccess and willingness to stay engaged with course content. Successfully implementingstrategies for dealing with student emotions can result in improved academic outcomes. Thispaper addresses the impact of student emotions and suggests strategies for faculty to use wheninteracting with students.IntroductionThe impact of student emotions on learning is rarely discussed in faculty preparation workshops.Guidebooks suggest ways to write syllabi, plan lessons and incorporate active learning strategiesbut rarely present ways to
and see how the various concepts fit together. Toenhance class participation, students were asked to work in teams and get fully involved in allactivities as well as reading assignments and references to understand underlying concepts.Student where asked to write a complete lab report explaining results and implications. For thispurpose, students made use of the equipment located in the EET power systems lab which isequipped with industrial-type dc/ac machines and variable-speed drives modules. Additionally,several team projects covering different drive control applications were assigned and presentedin class toward the end of the semester.Course AssessmentsContinuous improvement is an important issue for Engineering Technology programs
faculty. Typically, up to 20 minutes of in-class timeevery other week is spent educating first semester students about the basics of design: the designprocess, keeping a design notebook, writing a progress report, teamwork and leadership,fundamentals of oral and poster presentations, etc. In addition, outside experts are frequentlybrought in to discuss auxiliary topics that may be relevant to the students’ design projects, suchas designing human and animal experiments, protection of intellectual property, engineeringethics, or global engineering design. However, students’ enthusiasm for and interest in lecturetopics that are not of immediate importance is low. Additionally, there is resistance from bothstudents and faculty to substantially
Page 14.1017.2allowed for a change to the laboratory courses without significant impact on the content orquality of the lecture courses.Incorporated into each of these courses – before and after the curriculum change -- was a strongcommunications component. The assignments were developed with the goal of teachingstudents to provide succinct, well-written evidence of their laboratory work through memos andprogress reports. Assignments were graded by both the technical and the communicationsinstructors, providing an assessment of the writing quality as well as technical content.In addition to a change in the curriculum was a change in instructors for these labs. Theprocessing lab was assigned to a new faculty member in fall 2007, and the
theeleven outcomes a-k in terms of blooms taxonomy5. McGourtny, et. al.7 , discussincorporation of student peer review and feedback into the assessment process. Whileothers have attempted to present a serialized model based upon plan-do-check-act derivedfrom six-sigma methodology10-12, very few comprehensive models for assessment andcontinuous improvement have been published. It should be emphasized that a realisticmodel for assessment and continuous improvement must be dynamic and be able toevolve as learning and improvements take place. At the same time it should incorporatedata from various assessment tools to continuously assess attainment of outcomes andobjectives
diagrams and designing discrete-state process control systems, writing, debugging, testing and running programs on PLCs, Interfacing, programming, collecting and analyzing data from PLCs.Student Experience SamplesFigure 2 and 3 presents sample setups of electromechanical systems 8, 9 lab. Figure 2shows students engaged in constructing and designing an elctropneumatic system for ashorting device. In this setup, the piston of a single-acting cylinder pushes the part offthe conveyor belt when a pushbutton switch is pressed. When the pushbutton isreleased, the piston rod returns to the retracted end position. The students realized thisexperiment using standalone pneumatic and electropneumatic components. Figure 2: Students
2006-931: A COMMUNITY COLLEGE/UNIVERSITY EDUCATIONAL PROGRAMIN TECHNOLOGY – MAXIMIZING PARTICIPATION THROUGH VARIEDMODES OF DELIVERYClifford Mirman, Northern Illinois University CLIFFORD R. MIRMAN received his Ph.D. degree from the University of Illinois at Chicago in 1991. From 1991 until 1999, he was a faculty member in the Mechanical Engineering Department at Wilkes University’s. He is currently the Chair of the Department of Technology at NIU. His research areas are CAD, finite-element-analysis, and kinematics, both securing grants and writing publications. Dr. Mirman is actively involved in ASEE and SME.Xueshu Song, Northern Illinois University XUESHU SONG received his Ph.D. from
Coordinator• Veterans Affairs representative, Associate Dean of Students• Various information sources including “Combat2College” [2]The discussion and background research resulted in a list of potential course topics. The coursetopics were grouped by area and organized into course goals. The goals of this course wereestablished to provide returning veterans:• A smooth transition to college life (time management skills, financial management, wellness skills);• Basic tools for academic success (basic writing skills, library skills, oral presentation skills, and advising);• Information on resources available to returning veterans (VA benefits, academic services, career services);• A sense of community, camaraderie, and belonging (interaction
, 4 Lab.CommunicationTeaching communication, as a skill, is a persistent challenge in technical education. This ishighlighted in the Engineer of 2020 report which described it as a need to “listen effectively aswell as to communicate through oral, visual, and written mechanisms.” 5 Prior to technicalstudies students have been immersed in the fundamentals of persuasive writing and socialinteraction. All technical educators build on that base to add skills for business and technicalinterfacing. At WCU the PBL sequence ensures an orderly development with the context ofengineering project work.Table 1 - Typical Communication Topic Introduction in the PBL Sequence Topic ENGR 199 ENGR 200 ENGR 350
learning occurs.Such an approach involves students much more intimately in the process of learning than intraditional lecture methods through active engagement with peers, mentors and the instructor.2Project-based learning may be described as: Involving more substantial projects (in comparison to problem-based learning) over an extended period of time Engaging students in a process of discovery with distinct phases of research, design, development and testing activities Requiring student self-assessment and the acquisition and/or use of a variety of skills over the project lifetime.The flipped classroom has been described as any number of classroom environments wherebythe traditional presentation
three courses offered in fall 2016 and fall 2017.The results reviewed as a whole and individually provided insights on student preferences,engagement and learning particularly from the perspectives of the two courses, Quality Analysisand Design of Experiments, which have substantial practical applications within the IndustrialEngineering discipline.IntroductionScaffolding is an instructional strategy that is based on L. Vygotsky’s Zone of ProximalDevelopment (ZPD). The range between the ability level of a person achieved by individualefforts versus under adult guidance or in collaboration with more capable peers denotes ZPD [1].With scaffolding, the materials that the learner has to absorb are broken down into smallercomponents so that the
cost, aesthetics, and the flow of forces through the structure, and (iii) select the scheme that most closely aligns with the design goals and refine that design.4) The student will be able to receive and give design critiques. The student will be able to: (i) interpret and respond to critiques of his/her designs provided by instructors, outside critics, and peers through design revisions and written comments and (ii) write critiques of his/her own designs and those of others.Students strove to meet these learning objectives by completing the three design components: (i)process book, (ii) design workshop, and (iii) post-design workshop critique. The remainder ofthis paper discusses these design components.Process bookStudents worked