to calibrate and compare their own progression through their degreeprograms to the progress of their peers. As implied by curricular flowcharts (another importantartifact), the default progression for engineering students begins in the first semester with Calc1, proceeding onwards through the math sequence and ideally completing the required coursesby the fourth semester of their undergraduate careers. Consequently, students classified as notready for Calc 1 who start at Pre-Calc in their first semesters are already “behind” their peersfrom the start of their college experiences while students who place into Calc 2 or 3 their firstsemesters are “ahead.” Feeling behind rather than ahead can be potentially detrimental to studentattitudes and
Associate Dean for Engagement and Undergraduate Education and the Reilly Professor of Chemical Engineering, and Professor of Environmental and Ecological Engineering in the College of Engineering at Purdue University, West Lafayette. He was a Purdue University Faculty Scholar from 2002 to 2007, served as the Programming Chair and Chair of the ASEE Minority Division (2011-2014); and was named Fellow of AIChE (2009), won the AIChE Grimes Award for Excellence in Chemical Engineering (2005), and the AIChE Minority Affairs Distinguished Service Award (2009). . He is the author of 95 peer-reviewed publications and 11 patents. He received his BS in Chemical Engineering in 1981 from Mississippi State University, and both his MS
skeptical peer reviewer. Because of the dual roles of the firstauthor, it was additionally important to be clear in terms of approach and to leavemethodological traces. The systematic approach to this work was part of our effort to createtraces that are inspectable.To think about trustworthiness, it is valuable to identify the kind of knowledge being producedand then address features of the approach that contribute to the trustworthiness of that kind ofknowledge. The research question “What is suggested about the design space of learningexperiences based on a constant comparative analysis of ten instances of this learningexperience” foregrounds the desired knowledge--an understanding of the design space. Theanalysis is identifying dimensions of
conflict, etc between stories showing student stories patternsEach conversation was analyzed using deductive coding techniques. They were each coded twice – once withnarrative coding and then again with thematic coding.The Narrative codes included structures of storytelling such as aspects of plot such as conflict and resolutions,setting, and characters. Characters in the stories included the students, their home communities, elders & mentorson campus, peers, and the structures themselves.The thematic coding utilized the nine tenets of TribalCrit to determine which showed up in the stories ofIndigenous engineering students and determined
Powered by www.slayte.comImpact of Instructional Methods on Student Performance, Engagement, and Knowledge Retention: A Simultaneous Comparison of a Reflective versus Direct Approach to Fluid MechanicsAbstractFrequent and formative assessments of students’ knowledge retention are known to increase theiroverall performance and engagement in the course. These are typically administered throughhomework sets, quizzes, writing assignments, etc. However, there is not a consensus on which of theseassessment methods (or combination of methods) is more effective at increasing student learning. It isimportant for students to practice the skills learned in class and to receive meaningful feedback on theirefforts. How does the manner in which they
design and thecustomers’ needs. Finally, they also could use their knowledge of the customer to recognize thepotential value they would create by developing a new product.Second year students participated in design projects in their fall and spring semesters to furtherpromote both technical and entrepreneurial skills, as well as received instruction on professionalcommunication through writing arts and public speaking lectures. The second year students wereprovided with a variety of project options and given more control over their project choice withoptions such as wind turbines, underwater remote control operated vehicles, drones for socialgood, and bioplastics. These projects all highlight similar skills including communication,design
emphasis on students using textbooks, not allstudents read their textbooks [7], regardless of their satisfaction with the material [20], and thattextbook use is often not related to student performance in the classroom [21]. Developing OERmaterials that are truly engaging to students and benefit their learning requires not just subjectknowledge, but also instructional design and educational research on student learning behaviorsand, ultimately, the smooth integration of these areas into the design and development of OERmaterials. Creating quality OER that appeals to instructors also requires expertise in a wide rangeof publishing skills, such as peer review, manuscript preparation, vetting for copyright andpermissions, copyediting, design, and
across the Undergraduate Curriculum: Preliminary Results from the Collaboration Across Boundaries (CAB) Pedagogical StudyS. Monisha Pulimood1, Diane C. Bates2, and Kim Pearson31Department of Computer Science, The College of New Jersey2Department of Sociology, The College of New Jersey3Department of Journalism and Professional Writing, The College of New Jersey1. INTRODUCTIONDespite the growing need for scientific literacy, colleges and universities offer most scientificcontent in courses offered in STEM (Science, Technology, Engineering, and Mathematics). Thispaper reports on the evaluation of the Collaboration Across Boundaries (CAB) pedagogy, whichincorporates project-based, community-engaged learning in
, participants learn about and gain access to resources that are explicitly DEI-related: they mobilize resources to advance equity at the institutional level as an outcome of theprojects and collaborate on additional projects to embed DEI into the process of change-makingitself, starting from the initial stages of writing a proposal. Secondly, the way participants engagewith each other, and approach change goals puts equity and inclusion into practice: participantsidentify and tackle structural barriers to change through DEI-aligned behaviors, from addressinghow institutional circumstances create resistance to DEI, to developing a shared vision forsystemic change that is inclusive and collaborative.IntroductionWe draw on resource mobilization theory and
, emphasizing theimportance of predictions and discussions with peers before viewing the simulations.The following research focuses on the perception of students facing a physics course for thefirst time, implemented with an active methodology based on Sokoloff and Thorthonmethodology called Interactive Lecture Demonstration [14], which has been modified.Despite the modifications made to this methodology, which can be found in the literature,there are few reports on students' perceptions of these modifications. Therefore, we aim toanswer the following question: What is the perception of non-physics major studentsregarding the modified ILD?Didactic methodologyThe didactic methodology used in this study is the Interactive Lecture Demonstration (ILD)by
fundamental concepts and enabling technologies in addition to the use of open source software to develop and run SDR applications. In addition, Dr. Dietrich has performed and directed research in the areas of cognitive radio, software defined radio (SDR), multi-antenna systems, and radio wave propagation, and has authored or co-authored more than 50 peer- reviewed journal and conference papers. He has worked at Virginia Tech, Bell Northern Research, and the Defense Information Systems Agency. He has served as chair of the Wireless Innovation Forum’s Educational Special Interest Group, is a member of ASEE and Eta Kappa Nu, Senior Member of IEEE, and an Extra class amateur radio operator.Dr. Nicholas F. Polys
presented with a challenge. A piece of executable code has been found on an older server, and you must determine what the code is designed to do. In CSI 2334, “Introduction to Computer Systems (Computer Systems)”, we introduce to the students a group project simulating such an event. Group projects are used frequently to provide similar learning environments that capitalize on the benefits of peer-to-peer instruction and cooperative learning. The challenge is presented, the students are put on teams, and then the work begins. This paper will document the process taken by the student teams to: • Determine how to view a binary file. • Determine what tools are available for use. • Work with the tools and the executable file to
their peers without disabilities [7, 8]. Students with disabilities must oftenspend more energy than their peers to negotiate physical, cultural, and bureaucratic structures ofthe university to effectively access the curricular and co-curricular resources necessary tosucceed.Our work addresses this vital need by heeding the call of the Research in the Formation ofEngineers (RFE) program to explore the “development of identity as an engineer and itsintersection with other identities” [9] by using grounded theory to understand how students withdisabilities develop (or fail to develop) professional identities. Moreover, because practices andexperiences can vary widely across fields, particularly with respect to physical and cognitiveexpectations
Component: A communication skills instruction component,structured to be in parallel with and to document the research project, has three segments: aproject description, a progress report, and a final report. A faculty member of the UMTechnical Communication Program provides class instruction, assigns homework, andprovides extensive feedback after first drafts of reports and oral presentation practices.During the first segment, and after the student has been involved for about two weeksbecoming familiar with the research project, each student writes a project description of theresearch to be conducted during the following eight weeks. The project description containsa project title, project goal, review of literature, research methods, tasks
AC 2008-1155: U.S.-INDIA INTERNATIONAL RESEARCH, EDUCATION, ANDINDUSTRY EXPERIENCES FOR STUDENTS IN ACOUSTICS ANDNON-DESTRUCTIVE EVALUATIONChetan Sankar, Auburn University Dr. Chetan S. Sankar, Thomas Walter Professor in the Department of Management is an expert on IT and telecommunications management. He is also an expert on case study development and has developed more than 30 case studies, many of which have won awards for their ability to motivate and challenge students. He works closely with industries to write research-based case studies for use by engineering and business students. He has published more than 150 refereed papers in journals, book chapters, and conference proceedings.P K
are exiting concrete operational stages andapproaching formal operations of cognitive development. Thus the design taxonomy is structuredas a workbook-style ‘skill-set’ portfolio and ‘Viewpoints’ (Figure 3). The skill-set portfolio actsas a discovery and development tool, capturing the development of the student as they progressthrough the design ‘skill-set’ portfolio. The portfolio allows students to record their progress andalso as a reference for future activities such as the ‘Viewpoints’. The design skill-set portfolioalso provides students with constructive critical feedback from self, their peers and their teacher.On completion of the skill-set portfolio students will holistically apply the skill-set to a designissue through the
AC 2009-626: WHAT CAN AN ENGINEERING OUTREACH PROGRAM OFFERYOUNG WOMEN THAT THEY CAN'T FIND IN AN ENGINEERINGCURRICULUM AT SCHOOL? FUN!Ruth Friedman, Ohio State University Ruth E. Friedman serves as the Assistant Director for Outreach with the Women in Engineering program (WiE) at The Ohio State University. Prior to joining WiE, she was the editorial associate for the peer-reviewed journal Reading Research Quarterly. In addition, she has worked as a grants writer for the Museum of Fine Arts, Houston, and as an assistant coordinator for Northwestern University’s Center for Talent Development. Ruth has a B.A. and M.A. in English from Wellesley College and Northwestern University
Waterloo. Ada’s research and teaching interests include decision making under uncertainty, subjective probability, gender issues in STEM disciplines, design teaching, experiential and online learning, team processes, and peer review.Mehrnaz Mostafapour, University of WaterlooDr. Rania Al-Hammoud P.Eng., University of Waterloo Dr. Al-Hammoud is a Faculty lecturer (Graduate Attributes) in the department of civil and environmental engineering at the University of Waterloo. Dr. Al-Hammoud has a passion for teaching where she con- tinuously seeks new technologies to involve students in their learning process. She is actively involved in the Ideas Clinic, a major experiential learning initiative at the University of Waterloo. She
problem of retaining students in a program of study in engineering has long beena problem for engineering educators…Roughly fifty percent of the students who begin inengineering leave the field before receiving their engineering degree [1].” According toAnderson-Rowland [2], the enrollment of minority freshman in engineering had increased morethan six fold during the 1980s and 1990s. However the attrition rate for freshman engineeringminorities was still high. Moreover, after five years of study, the graduation rate for minoritystudents (African American, Hispanic American, and Native American), is much lower than thatof non-minorities. Peter Schmidt [3], writing in The Chronicle of Higher Education, noted thatinadequate preparation for college
Paper ID #27504The Social and Conceptual Function of Uncertainty in Open-Ended Project-Based LearningColin Dixon, Concord Consortium Colin Dixon holds a Ph.D. in Learning & Mind Sciences from the University of California, Davis. He researches the development of STEM practices and agency among young people creating things to use and share with the world. He writes about equity and identity in making and engineering, the role of community in science learning, and how youth leverage interests and experiences within STEM education.Prof. Lee Michael Martin, University of California, Davis Lee Martin studies people’s efforts
) [1] states that the education system of 50 years ago,was designed to support the mastery of the "Three Rs” (reading, writing, and arithmetic). In ourcontemporaneous world, these skills are not enough to prepare students to be competitive in thisglobal society. Students must also be proficient communicators, creators, critical thinkers, andcollaborators (the "Four Cs").[2]The preparation and presentation at the conference allow the inclusion and development of theFour Cs in their informal learning process. Although the “Four Cs” skills are inter-connected,communication competencies such as clearly articulating ideas through effective presentations;correct usage of the language, spoken and written; and usage of media technologies are
interfaces.Dr. Faisal Aqlan, The Pennsylvania State University, The Behrend College Dr. Faisal Aqlan is an assistant professor of Industrial Engineering at The Pennsylvania State Univer- sity, The Behrend College. He received his PhD in Industrial and Systems Engineering form The State University of New York at Binghamton in 2013. He has industry experience with IBM Corporation and Innovation Associates Company. His research interests include manufacturing education, simulation and automation, process improvement, ergonomics, supply chain, and cyberlearning. He has published more than 115 peer-reviewed research articles in reputed conferences and journals and received multiple best paper awards. Aqlan also holds 7 U.S
to see the educational innovations of passionate and talented educators, but howdo these innovations get adopted? It is hard for even the best educational innovations totransfer to a colleague’s classroom16 It is less likely for an innovation to be adopted by adifferent university. As a result, many engineering educators are re-inventing the wheel andexcellent innovations are underutilized.If educators had unlimited temporal resources this would not be an issue. But manytransformative educational practices require teams of people to develop and test. Others arethe result of a personal passion and decades of building, coding, writing, and/or tweaking.Educators do not have the luxury of dedicating years of effort to a project that affects
modeling studies of industrial odors and wellbeing in Colorado com- munities, diesel exhaust pollution, indoor environmental quality and respiratory health, asthma and air pollution, and radon. She has published over 60 peer reviewed articles on air quality.Dr. Joseph L. Polman, University of Colorado Boulder Joe Polman is a Professor of Learning Sciences and Science Education, as well as Associate Dean for Research, in the School of Education at University of Colorado Boulder. He designs and studies project- based learning environments for youth in schools and community programs. He focuses on learning and identity development connected to practices of science, literacy, history, and journalism, with a particular aim
, personal identity, and social skillsamong others. While engineers lack a stellar reputation in the social skill realm, there is a levelof difficulty to constructive feedback and conflict resolution regardless of profession, withexperience and practice being key in improvement. In order to meet our objective of developingstudent skills, modules will need to be developed to assist students with constructive feedback.Possibilities being explored include role playing, brainstorming solutions to difficult teamproblems, and using the CATME peer evaluation tools [29]. Our on-going efforts are focused onmodules specifically around conflict resolution. Figure 4. Percent of Fall 2017 survey respondents strongly or somewhat agreeing with Likert scale
cultural change surrounding gender.Gender in EngineeringEngineering has been described as a hegemonic, masculine culture [1]. Societal and interpersonalgender dynamics, a lack of role models, and lack of community in the field can cause women toalter their gender presentation and sense of self or to leave ‘feminine traits’ at the door in order tofit in [2]. It has also been documented that women in engineering experience a slowerdevelopment of engineering identity and a diminished sense of belonging [3]. LGBTQ+ peoplein STEM have reported similar experiences, including a rate of closeting that is double thenational average for all LGBTQ+ persons, and report higher levels of harassment anddiscrimination than their ‘straight’ peers [4]. While the
2015 23 13 9 Total 45 22 (49%) 19 (42%)A major feature of the SIIRE program is student enrichment through the participation inprofessional development programs [3, 4]. SIIRE students are encouraged to participate inresearch and co-op or internship opportunities throughout their academic tenure to better preparefor graduate school or employment. Faculty, local engineers from industry and peers havevolunteered to serve as formal or informal mentors for SIIRE students, either individually or insmall groups.Professional development workshops are regularly hosted for the SIIRE students on a variety oftopics, including [3]: • Resume Writing and Job Search
assignments are detailed below: 1. Develop a single-phase impedance model 2. Develop the primitive impedance matrix for an overhead line 3. Modify code written in 2. to output the phase impedance matrix and calculate the shunt admittance matrix 4. Develop a single-phase transformer model 5. Develop a single-phase autotransformer model 6. Develop a voltage source (ideal substation) modelUsing 1-6 students were asked to write a professional report based on their simulator. This wasan open-ended assignment in which students had control over how they wanted to presenttheir simulator to an investor. Students were asked to come up with a couple of test casesshowing its functionality and were asked to use as many concepts from the course as
majorconsiderations for student persistence. Additionally, several studies have found that students aremore reluctant to leave an institution after joining a campus organization [7]. Social connectionsallow students to “bond with other students to achieve a common goal,” such as completing theirdegree program [8].Additionally, non-academic factors like social support (level of social support a student feels theinstitution provides) and social involvement (extent to which a student feels connected to thecollege environment, peers, faculty, and others in college, and degree to which a student isinvolved in campus activities) positively affect student retention [9]. Therefore, it is importantthat students have a variety of opportunities to engage with peers
theory in power convertersand switching power supplies and to promote the application of theoretical concepts.4. To provide students with the ability to find solutions to the problems and to enhance theircritical reasoning needed to choose the appropriate solution in accordance with specific criteria.5. To enhance other competencies within the engineering, such as: the ability to write goodtechnical reports and to make presentations, project management and economics, and team-work.Having defined the course objectives, goals and outcomes, based on the available educationalresources and support, the instructor have to select the most suitable methods to obtain thesegoals and outcomes. First, the PBL method was chosen because it prompts the