presentations before individual teachingteams, to no presentations at all.Action research projects can be particularly important in helping teachers internalize thematerials, in convincing school peers of the need for change, and in ultimately effecting changewithin the classroom and school. To encourage serious research projects we offered to pay forsubstitutes for two days of release time so the teachers could conduct their action researchprojects. However very few schools invoiced us for either the workshop materials and suppliesor the release time substitutes, though all teachers placed their personal orders for the resourcematerials. Evidently many schools are not well versed in the process of invoicing externalinstitutions for money, and/or it is
diameter of 0.3 mm, almost one-tenth that of natural gas (2 mm). A high speed flasharrestor is placed on the hydrogen tank. A custom designed burner has been developed by thestudents to flare off purged hydrogen gas without having the risk of backflashes.We realized from the beginning that safety needed to be our highest priority. The safety of theparticipating students and the rest of the university community can, of course, never becompromised. Implementing safety in a large-scale, multi-year senior design project is a difficultchallenge. The first action was that each group had to write standard operating procedures(SOPs) for each experiment and equipment that was designed. These SOPs had to be clearlywritten and fully explain how to handle an
the federally recognized categories of impairment (hearing, visual, and mobility), surveys allowedparticipants to write-in other disabilities; these are denoted by an asterisk.Using a five-point Likert scale (―strongly disagree‖ to ―strongly agree‖), high school studentparticipants responded to statements about STEM courses, such as ―It seems like Science,Technology, Math and Engineering classes are geared more for boys than girls.‖ High schoolteachers helped develop appropriate language for the student surveys. These questions shed lighton students‘ perceptions of courses versus fields by gender, race, and (dis)ability.Likert scales, while limited in various ways, are useful because ―they build in a degree ofsensitivity and differentiation
company, and an electronic coachingglove for a bowling coach. Student teams were required to propose projects for the course that would allow for theuse of an Arduino Uno microcontroller, receive input from at least one sensor and control at leastone actuator. In addition, budget constraints ($160/student team) and user testing requirementswere given. At the beginning of the semester, teams presented multiple options for potentialusers / clients / stakeholders and received peer and instructor feedback that guided theirselection. Student teams completed detailed benchmarking, user observations and datacollection, a mission statement, and defined requirements and specifications based on the user.The majority of the semester was then spent
Science Foundation grants DUE-9254271 and EEC-9872498 and Engineering Information Foundation grant EiF 98-4.In a very broad national study of attrition, Astin and Astin [2] reported that engineering educationloses more than half of its undergraduate students (53%) with 40% switching into non-sciencefields. The Astins observed that majoring in engineering has negative effects on students’satisfaction with faculty, quality of instruction, student life, and overall college environment. Italso has negative effects on a variety of academic outcomes including GPA; growth in foreignlanguage skills, writing and listening skills; and cultural awareness. They concluded: “Clearly, itwould appear that some of the problems that engineering programs have in
tomaintain an electronic diary [33] where they will be periodically asked to write about their classexperiences, college peer relationships, and future ambitions. At each point when data arecollected, we will use word embedding models and each student’s diary entries to measure theextent to which the student uses engineering to discursively frame their experiences,relationships, and future ambitions.Finally, we will have two measures of academic performance: the mean grade (on a 0-100 scale)across all letter-grade courses for the student during the semester in which the measurementtakes place and the mean grade (again on a 0-100 scale) across all ECE courses taken by thestudent up to that point in time.Quantitative analysisMultivariate longitudinal
learning,etiquette, writing, ethics, etc. Each semester students are given multiple opportunities tohave feedback provided on their written work and speaking skills. They also practicegiving effective feedback to other students. Each week a different practicing engineerfrom industry comes for lunch and “story hour” where she or he shares importantmessages and experiences from their careers.At the end of the semester there are several culminating events: • Practice Final Design Review: where students get faculty and peer feedback in a non-graded opportunity to give their design project presentation. After being given the opportunity to use the feedback for improvement the students present their final design work and summary of
through several iterations. The paper also demonstrates a process toshow how some certainty can be achieved in developing an ambitious advanced concept throughthe notion of a “figure of merit”. The results have led to a poster presentation and progresstowards peer-reviewed archival publication. 2. IntroductionWeary travelers have long dreamt of flying supersonic in spacious comfort across the world. Yettoday there appears to be no immediate prospect of the leading airliner manufacturers developingaffordable and viable realizations of this dream. This paper explores the notion of using thehydrogen-fueled SST as the focus of undergraduate projects, thereby raising awareness,debunking superstitions and
learned how to collaboratewith their peers from a different cultural environment residing in different time zones.IntroductionUniversities have the responsibility to educate their engineering students in such a way that theyare able to provide effective and responsible solutions to human-social-environmental needs asan individual as well as a member of a team after graduation with a BS degree in engineering.Engineering capstone design projects are typically taught by forming a team of several studentsfrom the same discipline. However, it is not enough to make them competent workers in today’sglobal market or to act as a better workforce. Universities need to prepare students to be able towork in a diversified environment so that they can interact
rubrics to describe the attainment of parameters of competency, and reviews ofstudent activities through self, peer, team, and faculty evaluations. Self-assessments and peerperformance assessments were given to the professor in confidentiality.III. Goals and ObjectivesThe professor’s goal was to facilitate learning and propel lifelong learning behavior3 that couldbe applied to the real world. Since a goal describes in broad terminology the long-term intent ofthe activity, 4,5 the ultimate goal of this team project was to provide an effective and accessiblelearning-centered activity for linking the interdisciplinary nature of multimedia technology toother unrelated university curricula, such as organic chemistry. It provided evidence of
the case of different educational settings. For instance,Henderson12 implemented peer instruction in four different high school physics classes (N=250)but changed how students in each class spent time in between using clickers based on the fourmodes defined in the ICAP framework. The students either spent time writing alone, discussingconcepts with others or doing both. Regression results were consistent with the ICAP hypothesis.Students in interactive interventions showed learning gains significantly higher than students inother interventions.Similarly, in another study, university students in introductory biology courses were exposed toeither interactive or constructive learning activities13. Students engaged more in discussions
'better' than their peers, and hence Khan Academyserves a supplemental purpose to learning as well. Khan Academy videos are notrecommended for people experienced with the subject at hand, as Khan gives thebasics only. However, if students wish to refresh their skills, Khan Academy is agreat place to go to, due to its exercises and videos. Khan Academy is a greatplace to learn, as Khan rewards you for learning more. A small improvementwould be the 'review' system- after a student has completed a set of exercises,after a while, Khan Academy marks the exercise as needing review. Students haveto go through the entire set of exercises again to get rid of the review marker.Another MOOC which is rapidly gaining traction in their course offerings
machine learning and cognitive research). My background is in Industrial Engineering (B.Sc. at the Sharif University of Technology and ”Gold medal” of Industrial Engineering Olympiad (Iran-2021- the highest-level prize in Iran)). Now I am working as a researcher in the Erasmus project, which is funded by European Unions (1M $ European Union & 7 Iranian Universities) which focus on TEL and students as well as professors’ adoption of technology(modern Education technology). Moreover, I cooperated with Dr. Taheri to write the ”R application in Engineering statistics” (an attachment of his new book ”Engineering probability and statistics.”)Dr. Jason Morphew, Purdue University Jason W. Morphew is an Assistant Professor
programming self-efficacy can lead to disengagement and attrition fromengineering programs [7], [9]. This issue is particularly critical for female students, who oftenstart with lower programming self-efficacy compared to their male peers, affecting theirengagement and persistence in the field [10], [11]. Addressing this gap is essential for promotinggender equity in engineering education [12].However, there is a notable research gap regarding the differential impact of educationalinterventions on programming self-efficacy by gender. Existing studies rarely disaggregate databy gender, missing the opportunity to tailor interventions to diverse needs [8], [13].The primary goal of this study is to evaluate the effectiveness of the WebTA intervention
not encouragestudent retention or persistence in either classroom mode. Newer teaching models like the flippedclassroom, peer engagement, and student-led engagement are finding favorable results and increasedengagement both onsite and online.According to Dr. Ben Habib in his paper, Breaking the Ritual,7 effective classroom participation requiresthat students be familiar with key concepts from the topic reading material. His suggestion is thateffective classroom engagement works on the flipped classroom model, wherein the majority of factualcontent in ingested outside the class meeting and the class itself is a place to review, reinforce,troubleshoot and workshop key course concepts. The paper urges instructors to resist the sage on stagemodel
amenities along the way. Included in consideration should be locating a psychiatric hospital and a children’s hospital in one of the communities served by the rapid rail system to enable greater access to services in regions where access is limited. In regard to the two hospitals, an estimate of the number of beds needed and estimated cost is all that is required; design of the hospitals is beyond the scope of this RFP. All questions regarding this RFP and expectations must be submitted in writing; answers will be provided to all potential responders.The project was divided into two phases, each phase having similar yet different expectations. Further,the expectations of a response to the RFP were intended to
mechanics of materials.This paper aims to provide lessons learned, highlight some teaching techniques that work,convey class management advice, and tips on balancing priorities when teaching is not your onlyresponsibility. But as I began to put the details together, I realized that given the wide range ofinstitutions and content areas of the audience for this paper, the broad-stroke perspectives towardteaching and classroom management would likely be more beneficial than a highly detailedlitany of content and classroom decisions I made for my course last semester. In writing thispaper, I hope my observations will provide insight and inspiration that new engineering facultycan use as they dive into this wonderfully fulfilling world of
engineering schools or Canadian faculties ofengineering and tend to employ faculty with training in STS or related disciplines. They aremandated to teach STS concepts to undergraduate engineering students, often fulfilling specificaccreditation requirements. The embedded STS department model can thus be understood as aresponse to these requirements chosen by a small number of engineering programs from among avariety of other avenues of response. Perhaps the most common response chosen has been torequire engineering students to fulfill the non-technical accreditation requirements by enrollingin ethics courses or writing courses offered by departments outside of engineering. Anothercommon response has been to require that engineering professors include
/Pacific Islanders1. Liketheir peers in CSUN as a whole, the predominantly economically disadvantaged MEstudents are drawn largely from surrounding urban minority communities and aretypically first-generation college students who must hold outside jobs while they pursuetheir studies.The Department’s degree program has evolved from a general engineering degreeprogram that required all students to attend the same core courses for their first threeyears and then take specialized courses during their senior year, to a specific formal BSdegree program in Mechanical Engineering that was introduced in 1993. Since thisintroduction, the Department has offered its first lower-division courses. The most recentcurriculum changes, made in response to input
: Reflection on the design project 0.93 Element L: Presentation of designer’s recommendations 0.95 Element N: Writing like an Engineer 0.75 Average interrater reliability 0.90DiscussionApplication of the evaluation instrument to the artifacts demonstrated the validity of utilizing theEngineering Design Process Portfolio Scoring Rubric on design journals in a technology course.Using interrater reliability and the EDPPSR rubric will make future artifact analysis with thistool a valid research method. This reliability is demonstrated by the Cronbach’s alpha valuesachieved by the
surveys, one of studentswho took open-book open-Web exams, and one of instructors who administered onlineexams.1. IntroductionIn today’s world, tests and exams are given in an environment that is increasingly artificial.Most technical work is done with computers. Few people would attempt to write acomputer program, analyze forces on a building, or even write a piece of prose, without theaid of a computer. But that’s just the kind of environment we place our students in whenthey take an exam.All of the leading learning-management systems and textbook publishers have online testingmodules that can be used to deliver quizzes or exams. However, few instructors havecompletely done away with paper exams. Online exams preclude certain types of questions
student response systems("clickers") to enhance small group interactive discussions and peer-based learning; CAE/CAMsoftware and rapid prototyping technology to allow students to design and manufacturesophisticated components without overwhelming our machine shop resources; in-classdemonstrations of engineering principles with oversized components and associated interactivestudent team discussions and clicker responses; inverting the lecture/homework paradigm byproviding lectures on YouTube and using in-class activities to work on homework/exampleproblems in small groups in class; elimination of some textbooks when lecture material cansuffice in order to save the students money; hands-on laboratory experiments using inexpensive,mass-produced
pursued differently as individual faculty try to advance theiracademic careers11. Recent research conducted with a sample of science and engineering facultyat top U.S. research universities12 shows that research university faculty‟s allocation of time toteaching, research, grant writing, and service differs before and after they have been tenured andpromoted to full professor. For example, tenure-track assistant professors in research universitiestend to spend more time in research and grant writing than tenured faculty. Once tenured andpromoted to associate professors, faculty tend to spend more time in teaching and service andless time in research and grant writing than the amounts that they spent in those categories aspre-tenure faculty. After
ofengineering. However, there is increasing evidence that middle school is the level at which girlsbegin to disengage and lose interest in STEM fields. Day4 writes: “As early as fourth grade,girls begin to turn off and tune out in science classes and drift away. By the time they enter highschool, even if their interest revives, it’s often too late. They don’t have the foundation to pursueadvanced courses.” Countryman et al.5 write about the enrollment disparity in computer scienceclasses as learners enter high school; girls enroll in fewer computer science classes than do boys. Page 22.1092.2The authors reference the influence of a culture in which
22.1363.6respectively, and some 347, 25, and 17 peer-reviewed articles using Web of Science® [retrievedAugust 16, 2010].It should be noted that memory of past accidents and their lessons learned are not only encodedin education, but they are often “institutionalized”, in building codes for example orOccupational Health and Safety regulations. As a result, instilling the memory of past accidentsand their lessons learned in engineering students can be seen as serving the function of diversityin redundancy (where memory resides and who recalls and exercises it) to help to avoid a repeatof similar accidents. Teaching engineering students about accident causation and system safetycan serve to complement and reinforce institutionalized safety requirements, and it
definition of what (Roth, 1996, common materials. meanings for materials and writing). In order constitutes a good 1997, 2001) Learn: Stability, artifacts, (3) being for science design task; the shapes, forces. conscious of participation in learning to effectiveness of the Task: Build a design, (4) negotiating with occur, discourse design context machine that uses classmates, (5) using a must hold as depends on the simple machines. variety of tools in much weight as individual teacher. Learn: Physics of interesting
2: Phase 2 milestone scheduleMilestone Description of the Deliverable1: Problem A typed mini-report that describes the problem statement in paragraph form. The first fewStatement sentences should describe why the work is being done. The final sentence should begin with “Design a…” and include discussion of constraints and criteria necessary for achieving success. Be very mindful about writing this statement in your own words. Additionally, include lists of the “should criteria” and “must criteria”. Also include a list of constraints.2: Generate A typed mini-report with hand sketches describing multiple solutions, including the materialsConcepts for fabrication
career track. The study also examined the factors of support within the institution, withan emphasis on understanding the effectiveness of various programs and policies (i.e. family-friendly policies, mentoring programs, faculty diversity initiatives) designed to support womenfaculty in engineering.Background on the Problem Compared to their male peers in academic engineering programs, the female faculty isless likely to reach full professorships (Easterly and Ricard, 2011; Touchton, 2008). Rather,women are concentrated at the lower ranks of academia as assistant professors, lecturers andadjunct faculty (Fox, 2010). In 2006, women accounted for 30.5% of non-tenure track instructors, but only 11.9% of associate professors and 3.8% of full
isgiven to the class the first week of the semester. (See the example for Fall 2005 in theAppendix.) Each student has three weeks to write a formal proposal describing andevaluating at least two distinct concepts for a solution to one or more of the requiredfunctions of the project, e.g., concepts to satisfy the Initial Testing requirements.(Instruction in technical communications is provided with “just-in-time” workshopsgiven by the University Writing Center during the course “studio” time.) Normally, adraft is submitted, graded, and returned for resubmission. The draft and the resubmissionusually count equally, together representing about 10% of the individual course grade.Students self-select into teams of four (to the extent possible) in the
cognition. She created the synthesis and design studios in the environmental engineering program and is currently developing the professional and design spines for the upcoming mechanical engineering program. She is also interested in faculty development and recently co-organized the NSF-sponsored PEER workshop for tenure-track engineering education research faculty. Page 23.597.1 c American Society for Engineering Education, 2013 Faculty Reflections on a STEAM-Inspired Interdisciplinary Studio CourseAbstractConcerns regarding America’s