mapping exercise in which they were encouraged to consider how “community” isdefined by thinking about what communities they belong to. In the first group meeting, theinstructor asked students to free-write about communities they belong to: What are thosecommunities? What defines them? Who are the members? How does one come to belong? Aftersharing, students discussed initial ideas of what it means to do an engineering project that is“engaged with a community”. Following the initial meeting, students spent two weeks reading (out-of-class) and discussing(in-class) critiques of ETH projects, including references [1], [3], [6], [7]. The first week ofreadings were assigned by the instructor, while the second week of readings were generated bythe class
-3.6 3.6-3.8 3.8-4.0 GPA Range Figure 2. Actual GPA history in academic year of 200-2001, 2003-2004, 2005-2006 and 2006-2007.Due to the strong competition, the minimum GPA required for receiving scholarship wasincreased from 3.0 to 3.25 in 2006. To apply for the scholarship, students need to fill out theapplication form, write an essay about their goal towards high performance computing, alongwith a faculty recommendation letter. Upon receipt of the scholarship, students agree tomaintain a GPA of 3.25, successfully complete a minimum of 12 credit hours per semester,and maintain a major in science, mathematics or engineering. Recipients are
characterizes our students, alumni, faculty, staff and graduates, and itwill let us join the knowledge society in an increasingly more effective way.The international dimension emphasizes these activities and include: the development ofalliances and agreements with universities and research centers abroad; the presence in ourundergraduate and graduate programs of visiting teachers, visiting and advising of academicprocess; exchanging teachers and researchers with academic peers of other higher educationinstitutions; having our teachers complete their studies abroad; exchanging of undergraduate andgraduate students with similar international universities by dual degree programs, exchangeprograms, foreign language studies, apprenticeships, research and
, international, peer-reviewed journals. She is a senior member of the Institute of Electrical and Electronics Engineers (IEEE), a member of the Biophysical Society (BPS) and the Society of Woman Engineers (SWE). Page 23.732.1 c American Society for Engineering Education, 2013 Incorporating Engineering into the High School Chemistry Classroom Lisa Arnold, Ze Zhang, Tolga Kaya, Bingbing Li, Qin HuAbstract A unique experience is provided to pre-service and in-service teachers to participate in aresearch project via a grant won from the
Professorial Re- search Fellow at Central Queensland University. He has degrees from Swarthmore College, Rensselaer Polytechnic Institute, and the University of Florida. His research on the longitudinal study of engineer- ing students, team assignment, peer evaluation, and active and collaborative teaching methods has been supported by over $12.8 million from the National Science Foundation and the Sloan Foundation and his team received Best Paper awards from the Journal of Engineering Education in 2008 and 2011 and from the IEEE Transactions on Education in 2011. Dr. Ohland is past Chair of ASEE’s Educational Research and Methods division and a member the Board of Governors of the IEEE Education Society. He was the
eleven peer-reviewed journal publications and over 30 conference proceedings. She has taught as an instructor, adjunct professor, and guest lecturer in five major universities, including Columbia University, Sacred Heart University, and New York Medical College. Page 23.318.1 c American Society for Engineering Education, 2013 Computer Aided Design: Learning Style Preference Effect on Student LearningAbstractIn the Computer Aided Design (CAD) course at the United States Military Academy (WestPoint, NY), students learn two different design software packages
Mechanical Engineering from University of Central Florida in 2004. He teaches control systems/mechatronics, space systems engineering, and astronautics related courses as well as engineering sciences courses. He has published several peer reviewed journal and conference papers in these areas. His research areas are space systems, robust fault tolerant control, nonlinear control, adaptive control, small spacecraft design, high performance spacecraft components, mechatronics, real-time health monitoring, and diagnostic methodology. Page 23.181.1 c American Society for Engineering
in the real world from start to finish. The simulated projectdeveloped involved creating a park for a local community. The requirements requiredincluded writing and presenting a project proposal, a detailed project plan, a mid-termproject review, and a project audit at the completion of the term.The structure of the course followed the same format with lectures and assignments in thefollowing sequence: • Lectures - characteristics and responsibilities of a Project Manager, the different organizational forms for managing project, conflict and negotiation, project initiation procedures and proposal documentation. • Project teams were formed. The students chose their team members and
science and engineering within a larger social, political and economic context.Assessing whether we have achieved these objectives is often difficult. Journal assignmentshave been very useful for addressing several of these components. Peer review and focus groupdiscussions are also used.A semester project, which is expected of each student in the class, contributes the greatestpercentage of the student’s grade (Table 2). This project has varied as the curriculum has beendeveloped. Examples include developing and testing one laboratory activity at a college level toensure success and then adapt that activity and write instructions for a middle school student, andwriting unit and lesson plans for one component of the curriculum
ethics, engineering majors and careers. In the design project, we emphasesteam work, basic engineering calculations, units, design process, hands-on experience,communication skills, report writing and project presentation.Sophomore engineering classesAt the sophomore level, the students have studied the first two courses of calculus and basicscience courses. And most students already have a good idea about their major. And they studythe basic engineering courses including laboratory hands-on experience.Teaching through Learning ActivitiesAs the studies from Caldwell etc. [1] show that the average attention span of our students isapproximately 20 minutes. If we try to give a lot of information to students during a 50-minuteclass period, students
avoidance of relating to others1,6. It is estimated that 20% to 28% of people have insecureattachments and with that comes maladaptive forms of coping with problems under stress.Students need to have positive coping skills to deal with the challenges they will face in theclassroom and outside of it. These coping skills include seeking help when faced with emotionalor academic difficulties7,8. Without these skills students will tend to avoid or deny theirproblems9, 10, 11,12,13.College faculty and advisors know that there are always a certain percentage of students whenconfronted with doing poorly in their classes who do not reach out to people who could helpthem such as their instructor, an advisor, or even their peers. Therefore, the challenge for
workshop first establishes amotivation for encouraging students to pursue engineering (Day 1 at Texas Instruments) andconcludes with strategies to implement in participants’ schools (Day 2 at SMU). Participantsreceive 13 CEUs.Pre-workshop “homework” is assigned to raise the educators’ awareness of the issues. Thehomework consists of two exercises: • Interview an Engineer – Participants interview an engineer to learn the engineer’s academic background, why he/she chose engineering, career path, and career goals. Participants may ask additional information if desired. Participants are asked to bring a summary of the interview in a pre-set format. • Day without Engineers – Participants write a 1-page conceptualization of a day
- hood Education at the University of Toledo. Dr. Kaderavek’s research has focused on classroom discourse and linkages between discourse and academic achievement.Hoangha Dao, University of ToledoNicholas J LiberRegina Rotshtein, University of ToledoGeoff Milewski, The University of ToledoDr. Charlene M Czerniak, The University of Toledo Charlene M. Czerniak is a professor at The University of Toledo in the department of Curriculum and Instruction. She received her Ph.D. in science education from The Ohio State University. A former elementary teacher in Bowling Green, OH, she teaches classes in grant writing, elementary science edu- cation, and science teacher leadership. Professor Czerniak has authored and co-authored over 50
the Likert scale questions, students are asked to write responses to “What aspectsof the teaching or content of this course do you feel were especially good?” In 2011, all eightstudents responded. The top aspects mentioned were “the teacher’s attitude” by three students,“assignments” by two students, and “PowerPoints” by two students. In 2013, apparently somestudents responded multiple times because the report shows 13 comments from seven students.The top aspects mentioned were “The Avengers theme” by 11 students and “teacher’s attitude”by three students. Two pertinent comments were “The usefulness of the Avengers theme is agreat example of the purpose of fiction – to predict how real decisions are made in difficult butrelevant circumstances
connections by exploring relationships among the three topics, considers issuesrelated to the topics within engineering, and offers possible areas of future exploration.IntroductionMission and vision statements for universities and colleges across the country underline theimportance of critical thinking and related skills in higher education today.1-8 Without explicitlyusing the phrase, sources such as ABET EAC and the National Academy of Engineering assertthe need for engineers to be well trained in critical thinking skills.9,10 However, a number ofresearchers11-14 argue that many students show little to no gain in “critical thinking, complexreasoning, and writing skills”11 over the course of their undergraduate educations. Despiteconsensus that one
approach in the sophomore-level three-credit hour Statics course,emphasis is placed on designing models, data analysis, technical writing, and classroom Page 24.710.5presentations. Assigning different projects can prevent groups from sharing the same ideas, but itis hard to guarantee that different projects have the same level of effectiveness andinterestingness. The same project is assigned to all groups in the spring of 2014. The project isdesigned to encompass almost all the fundamental topics covered in the course and to address aset of course competencies as listed in the course syllabus. The project is related to the designand analysis of a
project for the end of thesemester and began the lab course showing Primavera P3. I soon found that Primavera P3 wastoo complicated to show undergraduates during one short semester. I concentrated on the basicfeatures and lead classroom exercises each week for the first 5 weeks. The students were then ontheir own to complete the assigned project within the remaining semester. The project consistedof scheduling a building construction project that had been introduced to the class in earliercoursework within the Construction Management program. The third lab course supplemented aprevious semester’s writing intensive course in construction documentation. A set of projectdocuments had been scanned, but no information as to how these documents would
Measure What You Value: Developing Detailed Assessment Criteria for Engineering Capstone Projects John W. K. Rowe Sheffield Hallam University, UK.AbstractAn important area of development in the UK and other systems of higher education over the lastdecade has been the wide spread use of specific statements describing the intended learningoutcomes students achieve, in contrast to using syllabus content to define courses and programs.In measuring how well students have satisfied an intended learning outcome one approach is touse developed assessment criteria that specify qualitatively, by level of achievement, studentperformance. Writing
design process that they have been taught in their classes.The following excerpt illustrates this comment: “Firsthand experience in designing the module over the past two years has given me the opportunity to gain a thorough understanding of the design process, in particular its application to BME related projects. Constant improvements in the module have further emphasized the design process and other concepts learned in BME classes.”Furthermore, 80% of the students also indicated that participation in this project has helped themimprove their communication skills: “My communication skills have greatly improved due to the amount of writing, face-to-face meetings, and phone conversations with teachers
semester in the third year ofoffering.In this class, students perform four individual projects (active learning) in lieu of formalhomework and one group project with four members in each team. The purpose of theseprojects is to reinforce the concepts with hands on activities performed outside theclassroom. Group projects are selected by the group members from a number of choices:selection of most energy efficient and economical appliances, lighting and applianceenergy savings, automobile savings, hot water savings, or dormitory energy conservation.The students learn the subject matter through individual hands on projects and peer-to-peer interaction within group projects.The paper presents examples of the projects and discusses the impact of
position. 3. Understanding the role of atomic clocks in GPS satellites. 4. The purpose of coding in GPS. 5. The ability to develop an entrepreneurial application of GPS to a field of interest and write a paper on the application.Objectives 1 to 4 are evaluated by quizzes based on student reading and class discussions aboutthe material in three tutorials available on the Internet8, 9, 10. Students are also evaluated based onassigned Internet search topics and subsequent class discussion. Topics such as DifferentialGPS, Geographic Information Science, Remote Sensing, Attenuation of GPS Signals inBuildings11, and Pseudolites12 are examples of assigned topics. Students post the links they
engineering students. Toastmaster members often introduce guestspeakers to large audiences and serve on the platform at public ceremonies and gatherings. Each semester the Bagley College sponsors speakers and activities to enhance students’communication skills. Past topics have included such areas as effective communication skills forengineers, personality type preference inventories and effective writing techniques through theengineering curriculum. The College has also dedicated facilities and equipment to assist students in becomingbetter communicators. The Communication Suite is a dedicated room with the technicalresources for students to videotape speeches and presentations, practice PowerPoint presentationsand other group projects
qualities that influence astudent’s ability to acquire information, to interact with peers and the teacher, andotherwise to participate in learning experiences” (Diaz and Cartnal 1999). Ross andSchulz 1999 explain how the Internet can be directed towards accommodating thepersonal qualities that create learning styles. They suggest the use of online virtual labswith instructions, posting detailed solutions to problems, Power Point slides of lectures,detailed course requirements, and independent study ideas with resource links in order toassociate Web interaction with learning styles and maintain communication betweenstudents and the professor.III. Specifications and Methods The issue of Web Teaching and its effectiveness involve the
were examples of multipleentries by the same student. Students produced original work, but did react to their peers workand at times added to their own.Other advantages included the variety of work created and information discovered. Someinteresting URLs were used (from ceramics.org and killerdesigns.com, to matls.com andefunda.com). There was little overlap in the sites visited or their use. This reflected the varietyof students and their interests. Using Internet-based education and resources is an excellent wayto generate a wide variety and depth of information and discussion.A more subjective advantage of web-centric learning is the promotion of ‘virtual team’ skills.When assignments required cooperation between students, a level of
Robinson, 1994).Introducing students to reality-based case studies allows them to appreciate real worldapplications of the course content. Case studies can be used to exemplify the importance ofaccurate data estimation and handling uncertainty.Article reviewsStudents are required to review and present a peer-reviewed article in a related course topic. Inaddition to providing a thorough overview of the article, the students are asked to address thefollowing questions:· What research was done,· How was it presented,· Did the results support the premise of the article,· Was the argument convincing, or did more or better work need to be done, and· How much of a contribution to the field it made.These article reviews provide students with the
Page 7.566.6 “Proceedings of the 2002 American Society for Engineering Education Annual Conference & Exposition Copyright 2002, American Society for Engineering Education”contour and vector plots of the CFD solution. The following X-Y plots are predefined wherestudents can input experimental data or literature values for comparison to the CFD results:• Wall Pressure• Wall Mach Number• Centerline Pressure• Centerline Mach NumberFigure 5. Fluent/Flowlab Showing Pressure Contours and Wall Mach Number for aConverging/Diverging NozzleUniversity CollaborationAt the time of this writing, FlowLab exercises are being evaluated and developed at engineringdepartments (aerospace, chemical, civil, mechanical
inherently safe experiments, their industrial counter partsmay include dangerous processes. These exercises are designed to develop students’ safetyhabits, both through the experience of auditing their peers and being audited by the peers.Among these experiments, the exercises on distillation and the polymer reactor are integratedwith the state-of-the-art computer system and dubbed “Chemical Plant Operations Laboratory”.The distillation column is the central piece of equipment for the Solvent Recovery System and aCSTR is the key for synthesizing Polydimethyl Siloxane (PDMS). Dow Corning supplies uswith the reactants and takes back the product synthesized by the students. This facility integratesa multipurpose pilot plant and a Honeywell TDC-3000
planning, robotprogramming, and the coordinate grid. Since the students had not yet been introduced to the X-Y coordinate system, a grid utilizing the cardinal directions of north, south, east and west wasused (see Figure 1). The grid was comprised of 3” squares which made it easy for groups of 4 or5 students to work together. Using a simple robot programming language developed for thistask (see Figure 2), students were asked to work with their group members to write a programthat would cause an industrial robot to move five 2” square wooden blocks, each having oneletter written on them, to designated grid locations to spell “ROBOT”. Small font size lettersprinted on the grid helped the students place the blocks at the same grid location at the
, Madison. When not slogging through lines of simulator code, he enjoys brewing award-winning beer.Anthony Gregerson, University of Wisconsin, Madison Anthony Gregerson is a Ph.D. student in electrical and computer engineering at the University of Wiscon- sin, where he recently won the 2012 Exceptional Service Award for teaching assistants. He is a member of the UW’s Teaching Academy and the Delta Program in Research, Teaching, and Learning. He has eight years experience teaching as a tutor, Teaching Assistant, and instructor and occasionally writes about test- ing and assessment for PlusError.com. When not teaching, he designs real-time processing systems for CERN’s Large Hadron Collider.Michael T. Braun, University of
in the 1 – 50 G Hz rangeare used.Student ActivitiesThe NDE junior/senior clinic project was held from the fall of 1999 through the fall of 2000. Ateam of 4 students (3 from Electrical & Computer engineering and 1 from Civil &Environmental engineering) was chosen to participate in the project. Weekly meetings wereorganized for planning research and development activity and reporting periodic progress.Students were also required to write a final technical report on their findings and orally presenttheir work to faculty. The students also conducted peer evaluations assessing each other’sperformance. This helped identify problems in team dynamics and evaluate individual studentefforts.The goal of the clinic project was to develop a