. Thediversified academic programs, student bodies and the integrated Engineering Technology ofCivil, Electrical and Mechanical Programs at Metropolitan State University of Denver gives theuniversity an exceptional advantage to develop a new bachelor’s degree of Sustainable SystemsEngineering program. This program will incorporate current interdisciplinary majors of socialsciences, natural science and engineering across the campus to provide students with theknowledge, skills, and leadership needed to ensure high professional standards and protect publicsafety, health, welfare and through sustainable development practice. The curriculum will becontinually updated to reflect the growth of the development of human society with regard tosustainability and to
wereapproximately 75 students enrolled in the course during the first run. One lecture section isoffered each semester of the first run. To measure the effectiveness of each type of equipment,both qualitative and quantitative data are being collected from the students. The quantitative datacollected included exam scores, laboratory report scores, concept inventory, and satisfactionsurvey. The concept inventory was based on the test by Bristow et al. 11 The qualitative dataincludes laboratory observation and student reflections included in their individual laboratoryreports. The data between the two groups were analyzed for differences in overall courseperformance as well as the attainment of the objectives listed in the experiments above
with them d. Practical application for teachers and outreach staffAttendees will learn about the site from a brief presentation that will provide an overview of thefeatures, including the available resources such as videos and lesson plans and a community ofpractice that includes educators and others with diverse experience in preK-12 engineeringeducation. The presentation will describe how the resources and community can help attendeesand their colleagues implement engineering education that accurately reflects core ideas andpractices, is evidence based, and attends to relevant standards practices. Following thepresentation, attendees will briefly familiarize themselves with the site by either joining thecommunity and creating their
of 7 trials. 2. Record the team’s results. 3. Plot the task times. 4. Analyze the graph. Here, students’ graphs should most likely be decreasing. 5. Discuss. Students will reflect on their results and brainstorm on how to improve the paper-folding task to be more efficient. Page 18.25.52015-ASEE-K12-Proposal-Form_v04 jh edits 12.13.14 Page 4 of 8 WORKSHOP PROPOSAL FORM 2015 Annual ASEE K-12 Workshop on Engineering Education “Authentic Engineering: Representing & Emphasizing the E in STEM” Presented by
, allowing forcustomization in terms of focus on process, product, needed skills, and concept inclusion.The overall learning objectives are:1. To explore the housing crisis caused by natural disasters, specifically flooding, high winds,and earthquakes.2. To apply principles of appropriate technology as well as structural and fluid mechanics todesign sustainable, disaster-proof housing.The core ideas in various areas are listed below. These are easily tailored to reflect level ofscience ability.Science 1. Fluid mechanics 2. Vibrations and waves 3. Forces, tension and compression; static and dynamic loading.Engineering 1. Constraints and criteria 2. Strength of materials 3. Use of appropriate local materials 4. Construction issues
texts: fiction, informational, historical fiction and picture books. The literature that isand can be used for NE is culturally and ethnically diverse. This speaks to a wide audience ofstudents who need to see themselves reflected in the literature they read.Are there any online components to the proposal or presentation? (Note that these onlinecomponents may only be available to presenters or those who have their wireless subscriptions,since wireless may not be available during the workshop sessions.) No Yes Page 18.21.6 Please describe: Website access and registration2015-ASEE-K12-Proposal-Form LY2nd.docx Page
principles todesign a structure capable of bearing maximal loads, and finally reflect on newly gainedknowledge to design a lesson plan aimed at teaching statics principles to younger students.b. This workshop will include 3 phases: learn, build, and review. Learn (30 min): Working in groups of 2-3, participants will be given time to build two separate structures from 8.5 x 11 paper and scotch tape, according to clear instructions. After building each type of structure, participants will weight-test each structure and record the maximum load prior to mechanical failure. Participants will then regroup and participate in a class discussion outlining underlying statics principles that explain why one design performs
technical staff and less often with cliniciansand nurses. In these setting the engineering departments did many jobs unrelated to medicalequipment maintenance. The biomedical staff served as plumbers, carpenters, and electriciansfor the clinic or hospital. Students who expected to be intensively engaged in repairing medi-cal equipment, found themselves engaged in a scope of work that included many other things.They encountered, and adjusted to, a pace of work that was different than they anticipated.Students also reflected on the difficulty of maintaining, or even using, some of the medicalequipment donated by NGO’s and medical device companies. User training was typically notprovided by the donor. The equipment was often inoperable because parts
local school in thedistance learning network. An on-line real-time monitoring system can also be used for theclosed book exams. Examination questions should reflect the course objectives.2. Weekly performance check on laboratory assignmentsMeans need to be designed so that faculty can review the activities or laboratory results thatstudents need to complete. This will require weekly performance checks on laboratoryassignments. One way to do this is to schedule one-on-one sessions between students and theinstructor. This can be done with an on-line chat, telephone conversation, or a two way videoconferencing using computer software applications that the faculty can view students workvia a webcam.3. Laboratory review test questionsReviews for
and engineer- ing philosophy and literacy. In particular how such literacy and competency are reflected in curricular and student activities. Page 26.1748.1 c American Society for Engineering Education, 2015 Work-In-Progress: An Approach to Engineering Literacy Emphasizing Components, Functions, and Systems.AbstractAll introductory and general education courses benefit from having strong themes that serve tounite course material. Technological and engineering literacy courses that address diversetechnological topics without a convincing and fundamental theme risk
assignments, asking questions, giving hints,evaluating responses, providing feedback, prompting reflection, providing comments that booststudent interest) and adapts or personalizes those functions by modeling students’ cognitive,motivational or emotional states. This definition distinguishes ITS from test-and-branch tutorial Page 26.1754.2systems which individualize instruction by matching a student’s most recent response againstpreprogrammed, question-specific targets. Complicating matters, there are sophisticatedcomputerized adaptive testing systems, not usually considered to be ITS, that use item responsetheory to model student ability as a
deadlines, and perseverance in theface of challenging assignments or topics. We will continue to incorporate math and/orMATLAB with the open-ended design lab activities to illustrate to students the relevance andvalue of these analyses in the design process.AcknowledgementsThank you to Jude Garzolini for her assistance in data collection. This material is based uponwork supported by the National Science Foundation under Grant No. DUE-0856815 (IdahoSTEP). Any opinions, findings, and conclusions or recommendations expressed in this material Page 26.700.10are those of the authors and do not necessarily reflect the views of the National
tool presentsstudents with the opportunity to evaluate a selection of previous student work that span Levels 1 to 4before beginning to develop their own simulation projects. The tool inquires about the level of interactivityand presence of models and/or simulations. The final questions ask students to reflect on the sample piecesof work and how seeing them influences their design choices. This intervention will be assessed in futurestudies by comparing students’ responses to the guided instructional tool and the simulation level achievedby the teams.A limitation of this study is that it does not address the various types of simulations that occur at Level 4simulation. A future study should be conducted to understand how to scaffold student
: declarations (the level of intentions to globalize university’s activities in the forms of concepts, strategies and internationalization programs); reconnaissance (seeking optimal internationalization ways and approaches specific for a university); organization (creation of a sustainable internationalization environment where all globalization initiatives are supported by faculty and students); productivity (the level at which internationalization is integrated into any aspect of a university’ life. Page 26.823.5This classification reflects the “ideal” (optimal) internationalization pathway. Each level can
: system identification using transmissions, rigid-body PD and PID control,reflected inertia, transmissions, fundamentals of servo control, control with drive flexibility, Page 26.833.6control with backlash present, disturbance rejection, non- collocated control, compensators andfilters (lag, lead, notch).The one-credit laboratory course spans most of the experimental topics of the ECP 205, ECP210, and ECP 220 and with the exception of the LQR experiments have been performed overtime in the undergraduate curriculum. Keeping in mind that the one-credit laboratory coursecomplements theoretical learning in two successive three-credit lecture course
(Sawyer, 2012). For the purposes of this project, innovationis defined broadly as the pursuit of a creative, imaginative, or inventive solutions duringengineering coursework (as opposed to, for example, carrying out a set of laboratory proceduresor following directions in a computer learning module).Instrument Development OverviewThe purpose of this project was to develop an instrument to assess the emergent characteristics ofstudent groups in engineering classrooms and examine them in relationship to studentengagement and student innovation. Our strategy for developing the items was to develop aconceptual framework that described collaborative emergence based on extant literature, writeitems to reflect that framework, and then administer them to
repeated in ECS 101 in the Fall. For statistical analysis, data were lumpedinto two groups reflecting the cohorts before the course redesign (2011, 2012) and the cohortsafter (2013, 2014). Comparisons were made using t-tests for equal or unequal variance and datawere determined to be statistical significant at p-values less than 0.05.Results and DiscussionIn 2011 and 2012, a total of 56 students enrolled in the Engineering and Computer Sciencesummer bridge program. All of these students enrolled in and successfully completed thesurvey-style Engineering seminar course that was then offered. These students were a verydiverse group, with respect to race and ethnicity. In 2011-12, 64.3% of the students enrolled inthis program were under-represented
occurs during interpretive research, we offerthe following reflections regarding our backgrounds, “conceptual baggage”13 and insights relatedto this research.Julie’s career vision is to be a national catalyst for increasing the diversity of students inengineering, and to help all students—particularly those who are underrepresented— achievetheir academic, professional and personal goals. She is a faculty member at a predominantlyWhite institution, where she has taught large-enrollment freshman and sophomore levelengineering courses. In her previous position at a diverse institution, she was the foundingwomen-in-engineering program director and director of recruitment and retention. Her studentaffairs and teaching experience, combined with her
Engineering Education, Vol. 19, pp. 747-753. 5. Ramos F, and Espinosa E, 2003, “A Self-learning Environment Based on the PBL Approach: An Application to the Learning Process in the Field of Robotics and Manufacturing Systems,” International Journal of Engineering Education, Vol. 19, pp. 754-758. 6. Smith TL, and Janna W, 2003, “Reflection on Scholarship of Integration as a Model for PBL in Undergraduate Engineering Education,” International Journal of Engineering Education, Vol. 19, pp. 730- 733. 7. Newman M, et al., 2003, “A Systematic Review of the Effectiveness of PBL – Results of a Pilot Study,” American Educational Research Association Annual Conference, Chicago, IL, April 2003. 8. Dennis JK, 2003, “Problem
on labs and homework. Mini-quizzes were given at the beginning of most class sessions to gage students’ conceptualunderstanding of the material.MethodsThe overall study design includes mixed-methods; however, the majority of the qualitativeportion of the study design and data collection will be described in future papers. Students wereadministered online surveys composed of Likert-scale and open-ended questions. The surveyinstrument was designed to measure students’ video use patterns, ease of video accessibility,preferences for study media, and social capital indicators along with demographic information.Although the survey was generalized as much as possible, specific questions within theinstrument were adjusted for wording to reflect the
disciplinesmeaningfully” (p. 2).Engineering education, at any grade level, cultivates competences that are useful beyond theacademic context. Ioannis N. Miaoulis5, founding director of the National Center forTechnological Literacy (NCTL), writes “I use my engineering training constantly to solveproblems far removed from engineering, such as dealing with personnel issues or fundraising”(p. 39). The content of engineering allows students to make connections between their academicstudies and their daily lives. Engineering education trains students to think analytically, and touse their knowledge base to make improvements. As Author4 states “Engineering requiresstudents to be independent, reflective, and metacognitive thinkers who can understand that priorexperience
Councilof Excellence are the following (http://www.criticalthinking.org): Active and skillful conceptualization Analysis, synthesis, and evaluation Observation, experience, reflection, reasoning and communication Clarity, accuracy, and precision Relevance, sound evidence, and fairness Many, if not all the SCL practices/methods, support and demonstrate one or more of theabove principles. The Council on Science and Technology at Princeton University has identifiedseveral methods of Student-Centered Teaching methods (also referred to as Student CentricInstruction, SCI). These methods range from small group discussions to case studies to computersimulations and games (or gamification: the process of
the individualpatients, data analysts and MHAs may need to have a greater focus on what is going on at thewhole system level. These two distinct methods of thought help students develop a greaterappreciation and knowledge of decision making.Involvement in the Program As mentioned above there are numerous facets within the center that engender studentparticipation. These methods include: summer internships, co-ops, research, independentstudies, and capstone projects. At our center, experiential education is divided into twoprograms: summer internship and co-ops. The summer internship program includes springpreparation, a summer cohort experience working on several applied and research problems,and fall reflection and dissemination
per the exploratory factor analysis,a confirmatory factor analysis was run on the data. We first investigated the developer’shypothesized model using an independence model, in which none of the factors were correlated.We then tested a higher order model, which adds a single, higher order factor to theindependence model. The latter model fit the data better, with the performance indices within therecommended ranges. This result suggests that the concepts in CATS are differentiable but stillrelated in terms of reflecting a general conceptual understanding of the domain of statics, which Page 26.497.9supports the developer’s claims. These CFA
studiesand participating in the life of the university. Financial aid eligibility is determined based on theprevious year’s FAFSA that includes student wages in some cases that the student may haveneeded to earn in order to attend college. However because the student worked, their financialaid eligibility is reduced. This seems somewhat contrary to the purpose for the scholarship.Second, changes in a student’s EFC might result in a scholarship recipient’s eligibility changingfrom year to year. There have been instances where parents have needed to liquidate entire stockpositions in order to pay a tuition bill the year a recipient has received the ASPIRE scholarship.Because sale of the stocks is reflected in the following year’s FAFSA, this has
next program iterations includedIntroduction to Computing and then Introductory Physics as substitutes, along with self-pacedcomputer-based math enrichment programs such as Plato. The substitute courses did not providetransferable credits (for STEM degrees) however, and as enrollments remained flat we continuedto seek new program innovations. One of the annual modifications that turned out to be verypopular was a robotics project. This element has become a permanent fixture of the program.During this period a multitude of engineering summer bridge programs were introduced inalmost every school across the country and in our area 8,9,10, 11. The students had multiple choicesto spend their summers and enrollment reflected these competing
profile are in general satisfied, including the 30 %studying abroad. Many of the bachelor projects carried out abroad are located in emergingcountries which highlights the competence deficiency in countries outside the industrialized partsof the world.IntroductionThe general trend in society is towards increasing sustainability, including economic, social andenvironmental aspects. Sustainability is also related to corporate social responsibility (CSR),which can be referred to as the industry equivalent for businesses that intend to prosper in thelong run1,2, and is highly reflected also in engineering education3.There is an increasing demand on education in energy engineering in a broad sense, includinge.g. environmental technology and energy
with ambiguity andconflicting viewpoints.Ladenson recommends that instructors guide the discussion without dominating it, arguing, orlecturing. He also warns that the discussion may not cover every aspect of the case thoroughlyand, if so, one should “just accept” that outcome. It is helpful if the instructor responds to studentcomments,28 although Valenchik recommends that instructors should not give in to the“professorial urge to respond to every student statement.”32 Asking questions will help keep thediscussion on track, clarify any confusing statements, and emphasize especially cogentcomments.28 After the discussion, the instructor can summarize the major outcomes of thediscussion, reflect on relevant comments, and ask for student feedback
AASHTO design criteria and to produce professional drawings. Students who utilized Civil 3D in design agree that they are the designers and that the software is only a tool to aid in the design process. Students also understand that the feasibility and quality of their designs reflect the ability and experience of the designer and not necessarily the software. A neat computer output does not necessarily mean a good design. In other words, the designer takes the credit or the blame for the quality of design.While additional comments were allowed, few were received. Of those documented, severalseemed to indicate both GPS and Civil 3D were productive and useful tools. o “Several jobs I have applied for called me
objectives and lectures/modules developed for thecourse reflect discussions and feedback received from the Southeast Transportation ResearchInnovation Development and Education Center led by the University of Florida and theSustainable Smart Cities Research Center at the University of Alabama at Birmingham. Theeducational resources developed were used as classroom training materials in a newly developedcourse that aimed at educating undergraduate and first year graduate students about sustainabilityplanning concept, design options, and rating systems. Students that completed the course wereexpected to do: 1. Be able to describe the role of transportation in sustainable development; 2. Be able to identify planning, and design practices for