and curricular mattersfrom the two local universities. The teachers receive a stipend and three graduate credits in education forcompleting the program. Improvements were made in the 1995 VISION project based upon lessons learned from the 1994 pilot.These included increased instruction time from faculty members of Purdue and Indiana Universities, especiallyin the areas of statistical control, quality management, biology, and physics. A second change provided theteachers more time to both reflect upon the industry experience and prepare the required instructional module.VISION 95 attracted more teachers, more industry partners and received funding from an Eisenhower grant. The major goals of the program continue to be increased
, identifying each attribute and itscharacteristics, and identifying the excellent and poor quality work using narrative descriptivecriteria. Holistic rubrics and analytical rubrics are both used to measures students understandingof course content. Holistic rubrics provide a choice to state the highest and lowest levels ofperformance combining the descriptors for all attributes and analytical rubrics state the highestand lowest levels of performance using the descriptions for each attribute separately. The use ofrubrics allows the instructor to provide quality feed back to the student along with providingevaluation and reflection opportunities for an instructor as well. The use of rubrics in a technicalprogram will provide accountability and evaluation
. They areeasily modifiable to reflect instructor’s comfort and convenience. The tools are effective ingenerating more enthusiasm among students because they provide alternatives to traditionalapproaches to clarifying difficult and unintuitive concepts.Index Terms – AC Machines, AC Concepts, Visualization.1. IntroductionThe present generation of students has a mindset that lends itself to interactive displays andvisually rich environments. Engaging them in the classroom has become an ever-wideningchallenge.As it is widely assumed that this trend will continue1 the possible impacts of various ways forengaging students through technology has been explored. Visualization in particular or the useof computer simulation is found to substantively
likeappearance, dress, and family roles are byproducts of tokenism that detract fromaccomplishments.Tokenism and attention to secondary characteristics provides a partial explanation for whybehaviors, such as sexual harassment, persist in some environments where women are visiblyunder-represented among the faculty and student body. Policies and practices that communicateconcern about the under-representation of women can improve perceptions of climate andoffset tensions created by tokenism2.Studies that identify environmental factors that impact the productivity and satisfaction offaculty are often framed within a body of literature about climate or culture. Climate refers tomeasures based in faculty perceptions and attitudes. Climate reflects culture
manufacturing process.The cost of implementing these experiments would range from inexpensive to Page 14.1165.6costly, requiring outside funding.Two pieces of equipment are critical to implementing the breadth of laboratoryexperiences. The first instrument, the MFJ-259B SWR analyzer shown in Figure1, is a low-cost meter used by ham radio enthusiasts to troubleshoot and maintaintheir equipment. It has the capability of measuring impedances in bothrectangular form (R and X) and polar form (Z, and σ ). In addition, it alsomeasures the standing wave ratio and reflection coefficient. The MFJ-259B SWRanalyzer can be used to support a variety of transmission line and
willevaluate the selected metrics. This paper summarizes the committee report.IntroductionScholarship of teaching [1] is often compared with the scholarships of discovery and synthesis.Shulman [2] further categorized the scholarship of teaching as discovery scholarship within theeducational domain [3] and scholarly teaching as teaching that (a) focuses on learning outcomesand teaching practices, (b) originates with knowledge of pedagogy and course content, and (c)includes self-reflection, discussions with peers, and participation in peer evaluation [4].When engineering faculty members attend to the different ways in which students learn, thestudents become more engaged and also learn more course content and connections betweenengineering concepts
application was tested with 10 realsample surveys. The appendix shows a sample of one of such surveys. As the software was putto use, the staff from the school of public health started giving feedback on any discovered bugsin the system. The GUI was adjusted more than once to reflect new requirements. Major changes Page 14.351.8and new recommendation were left for upcoming releases and future collaborations.Assessment and InstitutionalizationThe project was engaging to the CIS and Public Health students in many ways. To capitalize onthe success of this experiment and benefit future students, the leaders of the project, Dr.Quweider and Dr
2006-46: WOMEN ON THE MARGIN OF ENGINEERING: ACCEPTABLE ANDUNACCEPTABLE THESESDavid Haws, Boise State University Page 11.1455.1© American Society for Engineering Education, 2006 Women on the Margin of Engineering: Acceptable and Unacceptable ThesesAbstractWhat demographics should an engineering faculty reflect, and how might it acceptably differ inappearance from its students, the broader community, or the narrower complex of professionalsand research consumers it purports to serve? Of course, we are horribly partial to our own DNA,but we can also reason through to the needs of society and put aside our personal bias. Similarly,our
/conferences/annual/2005/highlights.cfm5. Delbanco, A. “The renewal of literature: Emersonian reflections”, The New Republic, Review of book, “Renewal of literature: Emersonian reflections” by Poirier, Richard, 1987, Retrieved April 15, 2005 from http://galenet.galegroup.com6. Edmundson, M. “Why read?” Bloomsburg, 2004, pp 5 and 297. Ultimate Success Quotations Library, 1997. Retrieved April 15, 2005 from http://creativequotations.com8. Wilson, F. “Emerson” Review of two books, “Emerson” by Lawrence Buell & “Emerson” by Kenneth S. Sacks, July 8, 2003. Retrieved April 15, 2005 from http://galenet.galegroup.com9. Director, S. “2020: It’s sooner than you think.” ASEE PRISM, Vol. 14, No. 4, January 200510. McGown, J
Page 11.1196.7The IMAQ Read LCD VI is which also comes with LabVIEW’s VISION software then uses theROI for each seven segment display to determine each segments status and digit. This ispreformed by doing three edge detections, two horizontal and one vertical. The horizontal edgedetections are preformed at 1/3 and 2/3 the height of the ROI to determine if the verticalelements are active. The vertical edge detection search is preformed to determine if thehorizontal elements are active.6 Figures 9 shows the LabVIEW DMM Reader VI front panel.Notice that the proper reading is extracted despite considerable reflected glare on the displaycover. Figure 10 show the front panel and block diagram respectively for the DMM Reader VI
requiring students to consider an engineering solution within a societalcontext, students were assigned to read a Harvard Business Review case entitled Taking theCake.6 In this case, Southland Bakery is considering radically changing their strategic plan tostop producing bakery products drenched in trans fats to address the growing concern of obesity,especially with respect to obesity in children. Students are asked to reflect upon the societalimpacts of this dilemma and whether Southland Bakery has any social obligation to produce amore health conscious product. This case strikes the emotion of much of the class with opinionsat both extremes, i.e., it is the company's duty to do what they can to prevent obesity, to it is the
because of the following factors: overhead required to capture; limitedknowledge; poor IT infrastructure of organizations.Sharing Tacit Design Knowledge with CMC technologiesSome researchers in the field of architecture have rigorously studied the importance of sharingtacit design knowledge sharing. Various terminologies for tacit knowledge have been adopted:visual analogy1, episodic knowledge9, reflective practice8, personal knowledge2, expertknowledge1, and strategic knowledge5.Due to the development of emerging CMC technologies and geographically dispersed businessenvironments, the use of CMC has been inevitably accepted. Face-to-face meeting is now beingrecognized as too costly in terms of time and expense. CMC research has focused on
impact on student motivation and success.2. IntroductionEngineering education seems to have come under increased criticism lately, with manycompanies and students arguing that engineering curricula are too abstract and disconnected [1,2]. It is interesting to reflect upon similar concerns of Henderson [3] and Grinter [4] dating backto 1983 and even 1955. These studies consistently indicate that engineering education shouldhave the following properties: 1. Relevance to the lives and careers of students, preparing them for a broad range of careers, as well as for lifelong learning involving both formal programs and hands-on experience; 2. Attractiveness so that the excitement and intellectual content of engineering will
signal of Vsource3Fig.2a Circuit to simulate Noise Signal.Circuits to simulate the noise signal, which could be tested and also added to desired signals todemonstrate effects of it on the circuit operation and on the signal distortions were modeled.Time-domain signal, signal distortions are studied. Fig.2b The pulses generated by adding different noise signal to the pulsesFig.3 The circuits used to demonstrate the pulse reflections in transmission lines. Upper circuit isused to simulate and ideal case when the source and load resistances are matched to thecharacteristic impedance of the transmission line. The lower circuit has both resistancesunmatched to the characteristic impedance of the transmission line. The harmonic signalcomponents
first day of class (text in black) and follow-up process during the entire semester (text in green). Adapted from [11].The PD process (Figure 2) is called a cycle because it consists of a few elements that arerepeated11. The description of each element is taken from Ho et al (2001, p.147)12: Self-reflections: Instructors “undergo self-reflection and clarify personal conceptions.” In this study, all three reflections occurred prior to the first day of class. Exposures: Workshop facilitators “provide a direction and a model for improvement.” Exposure 1 and Exposure 2 occurred prior to the first day of class, whereas Exposure 3 occurred during the semester. Confrontations: Instructors “are brought to realize
: Assessments and Background Materials Communication Global Work Groups Motivation Leadership Resilience Work / Life BalanceContent in the modules is presented through videos and readings available in a LearningManagement System (LMS). Interaction in the course is facilitated through email and weeklydiscussion board posts. Students are required to write reflective papers approximately everyother week. Three short online tests are also part of the assessment used in the course. There isno final examination, rather there is a final reflective writing assignment.While all content, assignments, and instructions are available through the LMS, the instructorsends a weekly email message to all students informing them of the
model, sketch, or 3D representation23,26,27 Conduct experiments Running tests to consider hypotheses, gain new information and learn “how prototypes behave”23 Revise and iterate Revisiting the design, using new information or feedback23 Reflect on the process Thinking about challenges, failures, and successes; considering what contributed to or hindered
students’ engineering designs.Other research has focused on teachers’ ability to notice and respond to student thinking inengineering. Mangiante & Moore (2016) investigated what pre-service teachers (i.e.undergraduate students studying education) new to engineering attended, analyzed, andresponded to when working with fourth grade students during engineering activities. The authorsanalyzed written reflections from the pre-service teachers and assessed their attention to threedisciplinary practices—defining the engineering problem, designing solutions, and optimizingsolutions (NGSS Lead States, 2013)—as having a low, medium, or high focus on studentthinking. The authors found that the pre-service teachers had more sophisticated reflectionsabout
comparing the final exam and course scores of the Fall 2015students (those who were just told that electronics were not allowed in the classroom) tothe final exam and course scores (respectively) of students from the Fall of 2016 (thosewho were told electronics were not allowed since studies show use of electronics in theclassroom negatively impacts grades). These two grades were chosen intentionally. Thefinal exam score was chosen since it reflects how well students understand the materialfrom the entire course (but does not include the grades from the lab portion of the course).The course score was chosen for contrast since this score reflects both the course portion(where the study took place) and the lab portion of the course.Data AnalysisThe
participatingstudents graduated with a STEM degree. Interviews collected in this project are previouslypublished on the IEEE Engineering Technology and History Wiki (ETHW). Following the oralhistory interviews, the students write reflections to answer the following three research questions(RQ). RQ#1 is “What are the key factors that led to the success of the distinguished leaders?.”RQ#2 is “What are the crucial skills that enabled their success?.” RQ#3 is “What is the impacton my career path?”One objective of this paper is for the participating female students, who are majoring in STEMfields, to present their reflections on the three research questions. A second objective is for thestudents to describe the impact, if any, that carrying out interviews of
through March2018, the ultimate goal of the initiative was to change state licensure laws, such that a master’sdegree or equivalent would become the academic prerequisite for licensure as a professionalengineer in the U.S. [1]During this period, the RTB initiative made substantial progress, as reflected in the followingaccomplishments: • In 2004, ASCE published the Civil Engineering Body of Knowledge (CE-BOK)—a landmark document that, for the first time ever, articulated the knowledge, skills, and attitudes required for entry into the practice of civil engineering at the professional level [2]. • In 2008 [3] and 2019 [4], ASCE published CE-BOK updates that improved the document’s usability and addressed changes in
developed by the Internal Council on Systems Engineering is usedthroughout the course, and sustainable development reflected by a balanced appreciation forpeople, planet, and prosperity is utilized as a common theme.Course Delivery. This course includes: a blended format; a flipped classroom; mastery learning;and a buffet of optional summative assessments used to assign a final grade13. Briefly, contentdelivery via both online digital media and via face-to-face lecture is known as a ‘blendedformat’, and some of the benefits include accommodating diverse learning styles (i.e., listeningor reading) while improving student satisfaction with content delivery14,15. A ‘flippedclassroom’ enhances the opportunity to use inductive learning strategies (i.e
study, and the best thirty from each category were retained foranalysis. Class descriptions were extracted from these documents, and these descriptions werecategorized into multiple categories reflecting the many types of laboratory experiences studentscan have: no laboratory component, traditional in-lab hardware experiences, software-basedlaboratories [4], take home lab kits [5], mixed studio-lecture courses [6], or other laboratoryexperiences.The hypothesis of this study was that both engineering discipline and school rank would drivesignificant differences in the number of laboratories a program offered because EE and ME havevery different capital requirements for laboratory classes, and resources are one explicit aspect ofschool
development and reflection on diversity as an ethical underpinning ofprofessionalism.Ethical challenges or discussions often lack binary decisions. Many times, no single "correct"solution exists. Typically, one can identify a range of solutions that are clearly wrong and arange of solutions that are better than others. This range of responses is opposite to the "checkthe answer in the back of the book" instruction in circuit analysis or other engineeringtechnology coursework. Some students find this aspect of ethics personally challenging.Offering students a case study that is directly associated with the engineering profession yields acontext-based discussion far more valuable and productive as students develop their professionalidentity. The
and diversificationof the engineering education community and bridge the gap between research and practice. Thecurrent work describes an effort to assess the needs of both mentors and mentees in EER andpreliminary work to build community for the NSF PFE: RIEF program.MethodInstitutional Review Board approval was obtained for the study. In the fall of 2019, a briefsurvey was distributed to current and past RIEF grant awardees (PIs and co-PIs that wereidentified from the NSF award database). In addition to providing background information abouttheir project (role, current or completed project), participants were asked to reflect on thefollowing questions: • What support from the RIEF community would benefit you and your work? • What
-solving, and sustainability and resiliency. Theproject seeks to foster interdisciplinary problem-solving skills involving architects, engineers andconstruction managers, in order to better prepare them to face and provide solutions to minimizethe impact of extreme natural environment events on infrastructure.The new curriculum stresses on problem-settings, the role that participants have on defining thecharacteristics of the problems that have to be solved, learning in action, reflecting on theprocess, and communication between the different stakeholders. This multisite andinterdisciplinary program provides students with the necessary support, knowledge, and skillsnecessary to design and build resilient and sustainable infrastructure. This
process moves through ‘empathize,define, ideate, prototype, and test’1 and the biodesign process described by Yock, et al.2Our college has been introducing DT concepts in our first year Introduction to Engineeringcourse (ENGR 1101) and our senior design (SD) series (ENGR 4169 and 4269) since 2014.These courses are required for every engineering student in our college. As a bioengineeringdepartment, we have also included design thinking within our required, introductorybioengineering course since 2014, as well as, two newly developed elective Biodesign coursesstarted in 2018. Our goal is to determine if our intervention has made an impact on the designthinking mindset of engineering students as reflected in their culminating design experience
. Faculty interviewees were asked about theirprofessional experience, leadership perspectives, and personal instruction. The semi-structuredstudent interviews covered a range of topics including participants’ pathways to their engineeringmajor, the skills they expect to need for future success, their interactions with faculty, their out-of-class activities, and their perspectives on leadership. Most of the interview participants werenearing the end of their undergraduate education so they could reflect on their experience andimpending transition to industry. As a result, they had the benefit of hindsight, which offeredimportant implications for understanding the development of leadership self-efficacy throughoutthe college experience. Analysis of
Canadian tax system but modifying this section to reflect the U.S. tax system (orany country’s system) should not be an onerous endeavor for a course instructor familiar withtheir local tax structure. Many of the examples used in the textbook relate to Canadian industriesand businesses. While there is nothing wrong with keeping these Canadian examples, it mayengage students more if the examples reflect the important industries or businesses of theirgeographic region.The authors of this current version of the open textbook would like to encourage others to adoptthe textbook and may provide some assistance with modifications to help suit the needs of otherinstructors.Future work also includes studies to determine the effectiveness of this open
test their solution to the event’s problem. The last half-dayconsists of demonstrations and presentations of their design to their classmates and the teachingteam. In most implementations, these final presentations are also assessed, often forcommunication, to decouple the success of the physical prototype from the presentation andcourse grade. In several implementations, students have also completed some preparatory workin advance, and reflections on their experience afterwards. See Appendix A for full schedules ofMech, Tron, and ECE Days.While many of the Engineering Design Days implementations have some competitive aspect, theprizes are often merely bragging rights. The problems posed to students are carefullyconstructed to ensure most