of first refusal and can opt for a project slotstill available or can take another course. Some advisors actively recruit students for specificskills and project success. The course coordinator ensures that every student has the opportunityto participate in a project even though it might not be his or her top choice.Students enrolled in any independent study project must present an oral brief at the end of theproject and must submit a comprehensive written report. Benefits of the oral brief are describedin the “Projects day” section below. There are tremendous benefits to be gained from writing thefinal report, but only if both the student and the faculty member are properly educated andmotivated, with proper training and resources
, a photographer and a poet respectively, originally created to give voices to inner cityimmigrant students in upstate New York. While drawing and writing may intimidate students,the ease of pressing the button on the camera and composing grammar-free text liberated them.Rwandan students’ work shows their homes, families and domestic objects; students embracedand reflected on the nature of their living spaces, and how they negotiated the ideal developmentmodel with the West. The exercise was followed by theory readings mostly from the West aboutspatial relationships such as corridors to rooms, details to whole, and private and public. 7Western architectural theory, although ignorant of Rwandan realities, helped frame ourdiscussions about what
, the lunchtime discussion provides a structure forparticipants to share experiences and information in an informal way. By the end of thethird day many new networks and friendships are made. After the workshop an email listof participants is distributed.3.2 Key ElementsAs noted above, the workshop described the three “legs” of academia: Research,Teaching, and Service. Success in each of those areas is vital to obtaining tenure.However, as we looked at the entire path of our target group - from entry into a tenuretrack position to evaluation of performance in that position to becoming tenured - otherelements also needed to be covered. These included writing and interviewing skills forobtaining a position, negotiation when receiving an offer
postedproblems, certain key internet links to information, and the course syllabus andslideshows. A midterm affective survey was given to assess the students’ feelings aboutthe course and how things were going.Assessment The students’ course grades were determined from the technical accuracy andquality of the group reports (55%) and from term exams (45%). The reports were notspecifically scored for writing style or grammar but writing feedback was given on bothof these. The reports were graded only for technical content. The students also did “360degree” peer evaluations, evaluating each other and including self assessment of theirown level of effort and participation on the problems. These were used to determine theindividual student scores from
showcase students’ problem-solving skills andtheir ability to analyze and synthesize information. In the College of Engineering at the University of Texas (UT), an electronicportfolio system called Polaris is in use and undergoing iterative development. Thissystem developed in house has been created so that students can document theireducational progress and share what they have accomplished with an audience (i.e., theirprofessors, their peers, prospective employers, their parents). By using Polaris, studentshave a tool to record their course work, present projects, and evaluate their owneducational progress. Polaris benefits students by giving them a personalized yet professional lookingwebsite. Also, the system provides students
reflections. In total,each student produced 40 individual pieces of text of varying length (reflections, pre and posttests) that became the data for this study. Students worked in teams writing lesson plans to useDET in K-16 classrooms and followed the steps in the design process, to create a functioningprototype of an artifact. Lesson plans and creation of the artifacts were not used in this study.However, reflections often contained references to the projects and lesson plans.Development of the RubricTo analyze the qualitative data, a rubric needed to be developed. Construction started with ameeting where each researcher generated categories they considered to be the most importantcourse outcomes. The categories were discussed and refined to a
good ideas for feedback and assess-ment, the next and final step is to create learning activities that will allow students to achieve thegoals and to perform well at assessment time. This will involve the use of active learning, ratherthan just passive. In courses that are highly passive, the students’ time is spent primarily in the formof receiving information and ideas, by listening to lectures and doing assigned readings. Activelearning requires that students have some kind of “Doing” or “Observing” experience and havemultiple opportunities to engage in “Reflective Dialogue.” Students may engage in dialogue withthemselves, in the form of reflective writing, or in dialogue with others. The dialogue may be aboutthe subject of the course (e.g
writing assignments that enhance students’ critical thinking capabilities. Page 15.215.1© American Society for Engineering Education, 2010 Assessment of Instructional Systems DesignAbstract The principle behind a well-structured Instructional Systems Design is to ensure that thesubject matter content is effectively integrated with the presentation format. Simply stated,the task in front of the facilitator will be to blend the content and presentation in theory as well asin practice. However, it is important to acknowledge that recent advances in modern technologyprovide plenty of opportunities for the
introductory environmental engineering courses14 and in environmentalsampling and analysis laboratory courses.17 The most common measurements appear to beparticulate matter (PM), CO, CO2, and aerosols (Table 1). One air pollution project at theUniversity of Utah examined the outdoor concentrations of PM and the students’ work resultedin peer-reviewed publication.22An example of a previously published IAP project was described by Eschenbach and Cashman(2004), who reported on students’ use of CO2 meters to determine the ventilation rate of a spaceof their choosing. The instructor provided a website and associated readings that explain the useof the CO2 meters, the proper data collection methods, as well as describe the use of regressionto determine the
. Page 25.1274.1 c American Society for Engineering Education, 2012 Test Preparation and Test Quality Assessment – What I Wish Someone Had Told Me in the BeginningAbstractHow does an instructor prepare a test and feel confident that it is fair, balanced and the correct length? That issueworried me as I entered the teaching profession three decades ago. After a decade of writing multiple choicequestions for the Professional Engineering exam and two decades of national involvement with the ABETaccreditation process, it is time to pass some of the “tricks of the trade” along to the next generation of newfaculty members.As a starting point for this discussion, the assumption that
verification, and teaching with new educational methods, including peer instruction, personal response systems, video games, and state- of-the-art CAD tools.Dr. Krista M Hill, University of Hartford Dr. Krista M. Hill is an associate professor in Electrical and Computer Engineering at the University of Hartford in Connecticut. PhD and MSEE from Worcester Polytechnic Inst. in Worcester MA, and previ- ously a project engineer at Digital Equipment Corp. She instructs graduate and undergraduate computer engineering computer courses, directs graduate research, and performs research involving embedded mi- croprocessor based systems. Her current projects involve small system design, signal processing, and intelligent
to advertise and promote the scholarship program. This effortincluded high school visits and teacher networking, participation in college day fairs and internetposting through various websites. After months of effort in the middle of Japan’s Fukushimanuclear disaster, a total of seventeen applications were eventually received by April 1st deadline.Secondly, a scholarship selection committee was formed by the university faculty, staff and alocal industry representative to provide a fair selection process. The selection criteria includedactual class rank, SAT/ACT scores, financial need status, reference letters, essay writing skillsand whether the candidate was first generation U.S. resident college student. Each committeemembers’ rankings
course and formal surveys were conducted at the end of the quarter.This feedback led to significant revisions of the document that was ultimately published forpublic use in December 2023 via Cal Poly @ Digital Commons.This paper summarizes pre-and-post project survey results, develop process and content of thePython manual, as well as outcomes of the senior project team that worked to educate andmotivate their peers to program in Python.IntroductionThis paper describes the year-long process of developing a Python manual as an ArchitecturalEngineering (ARCE) senior project at Cal Poly in San Luis Obispo. The manual’s intent is tosupport students as they learn to create programming tools to address various structural analysisand dynamics problems
growth. This perspective isfundamental to deep and lasting learning that persists after the final exam [2-4].In this paper we show that ungraded classrooms have significant potential as a vehicle toenhance engineering education as it models the learning and development of experts. We do thisthrough presentation of student response to ungraded classrooms in terms of both studentopinions and in comparison, of graded instruments.The ExpertConsider a practicing engineer, who is a subject matter expert of renown in industry andrespected by academic peers. This person likely received a formal education at a respectedinstitution of higher education. Leaving the university experience, the person was not an expert,but had a base of knowledge and skills
peers while people in industry juststrive to survive [19]. Another important factor is that industry thinks in terms of short-rangegoals whereas academia has a long-range perspective [24]. The gap also existed as some studentshave limited vision about their role and dream jobs upon finishing their high school degree [25].Another critical reason that plays a significant role in increasing the gap between academia andindustry is the lack of engineering students seeing the classroom as something that can help themimprove their overall skills and abilities [16], [19].3. MethodsThe authors distributed a closed-ended survey to ECE professional engineers and ECEdepartment heads to examine how differently each of the group looks at the demanded
education research asproviding scientific or scholarly knowledge in the form of conference presentations or journalarticles. The National Science Foundation’s (NSF) guidance on example grant proposaldissemination plans suggests publishing findings on university websites, presenting atconferences, and publishing articles in peer-reviewed journals as [6]. These conference andjournal outlets might be described as traditional dissemination. NSF also explicitly and implicitlyasks Principal Investigators (PIs) to move beyond traditional dissemination towards creative andtransformative forms of dissemination that will increase the impact of the project’s efforts. Forexample, both the Research in Formation of Engineers (RFE) and the Broadening
., detail-based vs. concept-based) described in the previoussection, the student experience of exam modality can also vary along metacognitive lines. Forinstance, lab-based research shows that students learn more deeply when studying in preparationto teach content to another student than they do when preparing for a written exam [13], [14], andthat explaining on video can be a more effective review technique than writing explanations orrestudying [15]. Other research shows that studying in preparation for a high-stakes video-basedexam can cause students to strategize their learning in ways that overcome poor instructionaldesign, compared to a low-stakes lab-based assessment [16].Oral exams and traditional assessments in the classroomThe affordances
, spurred by the COVID-19 pandemic and need for more accessibleoptions to help students learn beyond the walls of the classroom, instructors have developedlesson videos to post on the course learning management system and utilized Learning Assistants(LAs) as near-peer mentors to guide the learning process. Lesson videos bring consistency toinstruction and offer students the flexibility to review concepts/skills at their own pace. LAsfacilitate group work during problem-solving in class, hold frequent study sessions, and conductreview sessions for quizzes and exams. Students who take advantage of these resources havefound them to be very helpful to their learning and overall success in this course [6].While interventions and additional resources so
three different types of cognitive exercises, all ofwhich have different levels of difficulty, which can help maintain cognitive function. The exercisesalso display scores and changes in performance. Furthermore, the results could be compared toexisting tests to gather data on the exercises’ effectiveness. While there is room for improvementin terms of cost and durability, the Brain Trainer met our goal of providing an effective brain-training game for Alzheimer's patients. In addition, this project teaches students to master variousskills, such as research, persistence, design, construction, and technical writing. The skills learnedby this project were invaluable and important experiences within engineering. This Brain Trainerproject not only
telecommunications chairholder at Trinity College in Dublin, Ireland, and director of CONNECT – the Science Foundation Ireland Centre for Future Communications and Network. DaSilva is a Fellow of the Institute of Electrical and Electronic Engineers (IEEE) for his contributions to cognitive networking and to resource management in wireless networks. He pioneered the application of game theory to analyze and design wireless networks, authoring the first book on the topic. He is also responsible for seminal work on cognitive networking and spectrum and network sharing. He has authored two books, more than 300 peer-reviewed papers, and is a frequent keynote speaker and invited lecturer around the world. He has also been an IEEE
, anonymoustransactions and as an efficient money-laundering tool. Cryptography and blockchain technology usedto produce building blocks of cryptocurrencies – a process called mining – to verify and addtransaction records to a write-only database of all previous transactions. As an incentive to add a newblock to the blockchain, the network compensates miners’ efforts with cryptocurrency, and a newlyadded block protected by cryptographic techniques to ensure the integrity of the record. To add ablock to the blockchain, miners have to solve a cryptographic puzzle, and a valid block will contain asolution to such puzzle with a hash of a previous block, hash of the transactions in the current blockand an address for the miner’s wallet on which the reward will be
mechanical engineering coursework. The app needs to besimple yet effective and useful to comprehend complex models. So, the prototype app was testedto verify the requirements proposed and was evaluated by anonymous participants (that includedgraduate students and some faculty from the university peer survey system). Section 2 presentsthe related works in the field of AR for education, section 3 presents the features of thedeveloped app, the framework of the software, and the evaluation results. Section 4 presents thefuture direction for the app and section 5 provides the conclusion.2 Related LiteratureThe current use of AR in education is mainly focused on teaching for younger students as itprovides active interaction and engagement and can lower
complex engineering problems, as well aspresentations and intensive technical writing. We conducted comparative surveys of teachers andstudents at a medium-sized liberal arts university in the Midwestern U.S. The results showed thatsolving real-life problems and teamwork skills are the strongest motivators for students. Thesefindings aligned with teachers’ perceptions of what motivated their students in this course.Furthermore, we found some interesting differences in some of the motivations based on gender,race, and student GPA. We hope our results inform more effective design in first-yearengineering design courses in liberal arts universities and further improve student retention andgraduation rates. We also intend to use this pilot study for
classrooms. By teaching both educators and students, theimpact of this program can reach a larger audience and potentially increase student interest inSTEM through these educators and peers if not the program itself. OK Go Sandbox also attemptsto increase student interest in STEM subjects, as well as provides resources for both educatorsand students, hoping that by supporting both, student learning will be as successful as possible.Survey LogisticsOK Go Sandbox has an email list of educators who have expressed interest in their content, andthis population of individuals was presented with a survey regarding their use and opinions ofOK Go Sandbox. 88 participants responded to this survey and the data collected indicates theeffectiveness of OK Go
shift in recruitment highlighted thetension between keeping the program open to students with unfulfilled academic potential andadmitting students with the requisite skills to graduate with a bachelor’s degree from UM. Therewas a particular concern that some incoming freshman had not proven themselves with college-level classes and needed to be placed into remedial courses. This need for remediation is notunusual at PGCC, where many highly motivated students may arrive from disadvantagededucational backgrounds.Thus, a Provisional Status was created for promising, but unproven recent high school graduateswho are unable to pass PGCC’s entrance exams in reading, writing, and/or mathematics1. AtPGCC, students failing any of these exams are required
career so that they willbe more likely to persevere in majors and careers in science.41 Some of these programs addadditional components such as enhanced emphasis on mentoring, development of career plansand actual graduate applications, dealing with time management and work-life balance issues,and identifying a supportive peer group. Such programs have been described by Purdy et al.42and by Crosby et al.43 While many of these programs are highly effective, they do not alwayshave stable funding. .B. MentoringAs noted by Purdy and Wasburn2, "a continuing concern for all graduate students is how to findsufficient mentoring and role models. This need is not limited to academic subjects. Much morethan undergraduate students, graduate students are
byfollowing up with appropriate feedback instruments, on a regular basis, such as mid-term andend of term peer and self-evaluations.The paper discusses key elements of teamwork and how they relate to engineering design projectteams. Then a spreadsheet tool and results of its use is presented. The tool requires each studentto evaluate himself/herself and his/her teams mates covering 15 teamwork skills. The tool hasbeen implemented over the last year and a half in the senior design project course andincorporates advanced spreadsheet features including hot-linked graphics, protected macros,student identification numbers, passwords, hidden rows and hidden sheets.IntroductionAs we participate on engineering design projects we learn to appreciate how
support services to increase the retention of first-year engineeringstudents 7, 9. In addition, particular high attrition rate of underrepresented groups in engineering,e.g., female and minorities demand the exploration of alternative support options in transition 10,11 . In the transition process of their first year at college of engineering, new engineering studentsare influenced by academic performance (GPA), social interactions with peers and faculties aswell as family, support programs, pre-college characteristics, innate personalities, and perceptiontoward engineering. 7, 10-15.The purpose of this study is to identify and understand the effects of support programs toacademic performance and retention in the first year. The study also
fall. Changes to theobjectives and outcomes are agreed to by consensus of the faculty. Changes are then reviewedby the industrial advisory committee at the next regularly scheduled meeting—the IAC typicallymeets once per academic year. Major changes are now reported to the administration afterreview typically via the Institutional Effectiveness Report and Program Review. Page 11.248.3 GSU Mission Annual Faculty Institutional Peer Review
to focus the attention ofthe ethnographer on topics of interest, shown in appendix A. To achieve this goal, one researcherwas assigned to collect data in all of the three core classes for a semester as a participantobserver. The researcher writing the literature review did not collect observational data, in orderto maintain a quality of cognitive distance between the theory and data collection (calledbracketing) that improves trustworthiness32. Once the class was informed of the observations, and consent was obtained fromstudents, the observer began attending classes, collecting observational data in the form of notestyped on a laptop and digital photographs. The observing researcher would also write reflectivememos after each