. Interfere with the beam and have the students observe the effects; run it throughsunglasses to hear the amplitude (loudness) decrease run it through a diffraction grating or beamsplitter and show how each spot now carries the original sound signal (but at lower amplitude).Students can attempt to set up mirrors from the laser game to get the laser from the source to thereceiver wirelessly but bounced off several surfaces. Continue the Arduino work. Have them work in pairs to practice how to write andupload code. Make sure each student can send basic code to light the LED. Have themexperiment with programming light patterns. Give them breadboards, LEDs, lasers, and resistorsto play with, have some simple examples for them to try to get better
more deliberately reinforce the pattern recognitionCT competency by adding additional challenges where students shifted between representationsof patterns by identifying them by color, by color and letter, and by letter. For example, thefollowing student work displays evidence of the Pattern Recognition CT competency. Thestudent was asked to first color the next box in the pattern (see figure 3). After completingcoloring, the student was asked to complete the next following tasks which were writing the nextletter and coloring the pattern (see figure 4). To scaffold the student’s understanding of PatternRecognition CT competency skill, an additional task was reinforced by using letters (see figure5) to describe the colored patterns in the
modular PM with a team leader [1], self-regulating PM[2], scrum for software engineering [3], a 2-phase senior design to emphasize the learning of PM[4], peer PM [7] etc. As Lawanto et. al. suggest “there is a benefit in interventions designed toimprove self-regulation for specific design strategies employed by engineering students inrelation to PM activities.”[2]Students still seem to lack the understanding of several necessary PM aspects even when theyreceive all the available tools and workshops. These management aspects must be exercised andmonitored regularly during the execution phase of the project. Some of these aspects are: ● what is the correct “duration” size of project plan tasks, ● how often should tasks be monitored and the
‘Civil Engineering’ and ‘Bridge Engineering’ courses.A main aim of the Project is to involve students in an active learning environment. Also, thestructure designed by the students is not as important as the process of the design andconstruction. In other words, the project is ‘process based’ rather than ‘product based’. So,the attention of the present paper is on the potential benefits of the DAD Project as anexample of the use of full-scale physical models in engineering education. The benefits maybe grouped into the following two categories: o General benefits of a group design project such as the development of team-working and communication skills to solve engineering problems. As a group project, peer learning 7 is a key
covered indepth when developing and defining the interfaces between the layers.Implements a simple distance-vector protocolMost students who have taken a course in data communications have“book knowledge” of how arouting protocol works. In this course the student will deal with problems caused by timing ofrouting update generation and delivery, lost updates, maintenance of routing tables and how tobuild forwarding tables from routing tables. Finally, in the Lab Layer 3 Protocol the studentsmust write the code to examine individual packets for destination addresses, search forwardingtables, and properly forward the packet – updating all appropriate fields in the packet such asTime To Live and Checksum fields.Understand support “protocols” and data
Shirpur campus and at College of Engineering Pune (COEP) as the founder head of the innovation Center. Dr Waychal earned his Ph D in the area of developing Innovation Competencies in Information System Organizations from IIT Bombay and M Tech in Control Engineering from IIT Delhi. He has presented keynote / invited talks in many high prole international conferences and has published papers in peer- reviewed journals. He / his teams have won awards in Engineering Education, Innovation, Six Sigma, and Knowledge Management at international events. Recently, his paper won the Best Teaching Strategies Paper award at the most respected international conference in the area of engineering education - Annual conference of
University –Mankato at the Iron Range Engineering program where he served as an Assistant Professor. Professor Habibi has taught a number of electrical engineering courses such Analog Electronics, Advance Analog Design, Communications, Circuits II, Signals and Systems, and Controls. Professor. Habibi’s passion for engineering education, teaching and mentorship is demonstrated each day through his inter- actions with students inside and outside the classroom. To this point, he has shared his knowledge of best practices in engineering education with his peers through the many articles he has published in ASEE conference proceedings. He has been investigating novel methods on how to motivate students to learn, as well as
extent to which educationalinterventions rarely meet the needs of all students. Depending on the level of engagement withthe sites (which may be extensive in the case of qualitative or site visit approaches), a multi-sitedesign can prompt researchers to write implications and recommendations that are relevantacross a wider range of local settings. Conducting studies across multiple sites allows educatorsand researchers to understand the conditions under which interventions are most likely topositively impact students.When multi-site studies are published in the peer-reviewed literature, certain details related toarranging for and managing the sites are often overlooked or removed for space considerations.Tradeoffs and failed negotiations are
Paper ID #11341Development of Student Competencies Overtime in an Authentic ImmersiveDesign ExperienceProf. Zahed Siddique, University of Oklahoma Zahed Siddique is a Professor of Mechanical Engineering at the School of Aerospace and Mechanical Engineering of University of Oklahoma. His research interest include product family design, advanced material and engineering education. He is interested in motivation of engineering students, peer-to-peer learning, flat learning environments, technology assisted engineering education and experiential learning. He is the coordinator of the industry sponsored capstone from at his
your peers as well as investors/clients and customers of the value of your proposals).9. – Teamwork d You can explain the importance of teamwork and Organizational team management, and experienced it, in the creation Chart of a simulated new venture (negotiating with your team members, understanding the different roles and functions played by different team members).10. – Communication g You are able to successfully communicate and Lean Canvas present a business idea to
12 2 9 12 OS 12 0 10 16 OL 3 13 11 9 OS 9 0 12 16 OL 5 11 Total 156 89 67This paper will investigate student engagement with their instructor and with their peers, asassessed by end-of-course evaluations, in these 12 offerings of EGR 320L to see if there is anyvariability in student responses in online vs. onsite courses or between engineering vs. computerscience students. Before analyzing the student
that detracts from our primary focus. The full integration of STEM is an interesting model, but I am not convinced that it's going to serve all kids well. Maybe the current science curriculum is not either, but I feel more effective teaching science than teaching engineering.”The theme of interdisciplinary integration was echoed by several teachers. From a middle schoolmath teacher in Suburban Washington: “Teaching engineering is the closest I've come to interdisciplinary study. Generally students study a social issue, like the world water crisis. They learn about it from the social studies viewpoint (poverty, economies, governments) and they write a paper for Language Arts and Science addressing the
electronic components;7. Do the calibrations, conduct flying tests, correct the errors, and make the drone to fly;8. Write the final reportwith the team members and prepare the poster for final presentation in consultation with the academic training advisor. Submit the final report and make the oral and poster presentation.In addition, this project is designed to fully/partially satisfy some of the ABET's student learningoutcomes that include:b. An ability to design and conduct experiments, as well as to analyze and interpret data;c. An ability to design a system, component, or process to meet desired needs within realistic constraints such as safety, manufacturability, and sustainability;d. An ability to function on multidisciplinary teams;g
teacher, as well as several years of electrical and mechanical engineering design experience as a practicing engineer. He received his Bachelor of Science degree in Engineering from Swarthmore College, his Master’s of Education degree from the University of Massachusetts, and a Master’s of Science in Mechanical Engineering and Doctorate in Engineering Education from Purdue University.Dr. Matthew W. Ohland, Purdue University, West Lafayette Matthew W. Ohland is Professor of Engineering Education at Purdue University. He has degrees from Swarthmore College, Rensselaer Polytechnic Institute, and the University of Florida. His research on the longitudinal study of engineering students, team assignment, peer evaluation, and
hierarchicallevels across more autonomous employees having similar hierarchical levels in flattertopologies [35]. In student-centered pedagogy learning theory at many universities in theU.S., learning shifts from top-down to bottom-up. This can be particularly helpful atengineering schools where classes are being turned “upside-down” with peer-led teamlearning workshops. This active-learning approach has led to increased confidence,intellectual curiosity, and interest in teaching among students [37]. Through student-centeredlearning, the individual student is responsible for setting learning goals, working towardsthem, monitoring feedback, and making appropriate adjustments [38]. We use power distanceas our measure for hierarchy. Power distance is the
ofEngineering Practice,” presented at the 2017 ASEE Annual Conference & Exposition [17] andan online discussion of, “Nursing Should be a STEM Discipline! Author Regards FlorenceNightingale as First Environmental Engineer,” which appeared in Reflections on NursingLeadership in February, 2018 [18].ResultsThe 2013 NAE report, “Messaging for Engineering: From Research to Action,” included anumber of calls to action [3]. Of great relevance to the members of ASEE was a call to include arecurring session on “messaging” at the annual ASEE conference and at the yearly EngineeringDeans Council Public Policy Colloquium. A search of the ASEE PEER document repositorywith the phrase, “changing the conversation,” identifies a total 214 publications from
learning, evidence of improved feedback practicescontinues to be missing [19]. For instance, a lack of alignment between formative andsummative assessment has been noted [20]. Performance based assessment has been extensivelystudied, in particular, the use of formative assessment tools such as rubrics to provide feedbackon student work [21]. However, rubrics are more commonly used on writing assignments, oropen-ended projects, such as design reports. Courses that emphasize content (i.e. facts, and theapplication of physical and mathematical concepts) are common in engineering curricula. Inmany engineering courses students are asked to solve closed-ended problems to demonstratetheir mastery of the material in these types of “fact and principle
collaborating philosophers to the table to do it. But rather thanphilosophers as collaborators, philosophers’ place of necessity is in its historically traditionalrole of trespassers or gadflies to the practical and professional processes of others.Of course, we might intuit that only the most stringent purists would hold onto one or another ofthese hypothetical polar positions. It is more likely that most engineers and most philosophersconsider their roles within engineering ethics as collaborative, integrative, and constructive:space for working together on complex epistemic and ethical problems. For example, a 2007blog post on business strategy argues for the importance of collaborative expertise betweenphilosophers and engineers. The authors write
peer mentors help mitigate the growing pains of entering the research environment foryoung students. Unfortunately, graduate student peers are resources that many teaching-focusedcolleges and universities like our institution, York College of PA, do not have. In this case,strong mentorship from – and a good relationship with – faculty advisors becomes increasinglyimportant [12], [13], [14]. Despite challenges faced by small institutions, Lilja [15] notes thatundergraduate students have a lot of potential to do research work. York College of PA offersonly bachelor’s degrees in engineering and focuses on teaching courses with smaller class sizes.We desire research activity, but we also wrestle with these limitations discussed above.York College
customized. The five SALG questions are as follows: 1. How much did the following aspects of the course help you in your learning? (Examples might include class and lab activities, assessments, particular learning methods, and resources.) 2. As a result of your work in this class, what gains did you make in your understanding of each of the following? (Instructors insert those concepts that they consider most important.) 3. As a result of your work in this class, what gains did you make in the following skills? (A sample of skills includes the ability to make quantitative estimates, finding trends in data, or writing technical texts.) 4. As a result of your work in this class, what gains did you make in the
course design. In phase II, participants are engaged in a 4-weekasynchronous online course that begins to address backward design as it relates to eachindividual’s course and allows participants to experience online learning from a studentperspective. Participants work with various instructional materials to gain foundationalknowledge and are required to engage in peer discussions to help explore pedagogical ideas andstrategies. Each week, participants submit assignments that are meant to serve as working draftsfor later refinement in the course design process. These assignments include defining courselearning outcomes, mapping out and aligning formative and summative assessments, creating anassessment, creating a syllabus, and identifying
Paper ID #22542Virtual Reality Implementation of a Scanning Electron Microscope in Nan-otechnology EducationLandon A. Braden Landon is an electrical engineering student at Utah Valley University. As a member of UVU’s nan- otechnology team, he writes lesson material and participates in experiments involving nanotechnology fabrication. He is also an amateur inventor.Scott Alexander Kaiser, Utah Valley University Scott is an undergraduate physics student at Utah Valley University. He is working as a research student to develop laboratory experiments for an associate level nanotechnology program.Dr. Reza Kamali-Sarvestani, Utah
students to study transportation engineering and equip themwith the knowledge and capability to come up with creative, systematic, and sustainable solutions. It isintended to provide conclusions to inform other peers in engineering education in the U.S. and othercountries. The program included 40 high school students recruited from 30 schools across SouthernCalifornia, and was designed to include a multi-modal inter-disciplinary curriculum. With detaileddescription of the pedagogical approach, assessment methods, and learning outcomes, this paper aims tosystematically review the successful implementation of the NSTI program at CPP and the lessons learned.In general, the program was very well received by all parties: high school students, parents
paper is to share attendee feedback from the first two years of implementation ofour future faculty development program. This includes those sessions attendees’ thought werethe most important, the usefulness of each session, and impact on future career options. Ourintention is that the feedback we report will assist others (including ourselves) in improving ordeveloping their own faculty development programming.MethodsFuture Faculty Development Program - RecruitmentOur program is advertised within our institution and across peer institutions. We also advertisedthrough word of mouth, departmental emails, and interactions through recruitment visits.Interested applicants are asked to apply via an online program application. Participants
functions and programming practices in C that are commonly used in microcontrollerprogramming. The topics that are not relevant to the microcontrollers are avoided. Theprogramming environment is Keil MDK [4]. This Keil MDK supports multiple microcontrollerswith ARM cores inside. This tool allows students to use it for the development of an embeddedsystem with various other MCUsThis course begins with learning data types, syntax, and displaying output and reading input viaa console terminal. A laboratory template code is given to students to redirect printf and scanffunctions. This allows students to use the MSP432 Launchpad in learning C, as they figure outthe basic read and write functions via a console terminal. As students become comfortable
SleeperColin Bray Colin Bray is a mechanical engineering graduate student at the University of Oklahoma, with a research focus in additive manufacturing of continuous carbon fiber reinforced polymer composites. He received his bachelor’s degree in mechanical engineering from the University of Oklahoma in May 2019.Prof. Zahed Siddique, University of Oklahoma Zahed Siddique is a Professor of Mechanical Engineering at the School of Aerospace and Mechanical Engineering of University of Oklahoma. His research interest include product family design, advanced material and engineering education. He is interested in motivation of engineering students, peer-to-peer learning, flat learning environments, technology assisted engineering
the Department of Chemical and Biological Engineering at the Uni- versity of British Columbia in Vancouver, Canada. He teaches a variety of topics with a focus on design in chemical and biological engineering. His pedagogical interests include open education, peer-learning and leadership development. c American Society for Engineering Education, 2020 Evaluating a new second-year introduction to chemical engineering design course using concept mappingAbstractIn recent years engineering curricula have had a renewed focus on engineering design. At theUniversity of British Columbia undergraduate students have a general first year and then apply toengineering majors for their
their 2014 book, The Executive Guide to Innovation, research by IBM andMorgan Stanley [5], reports “…companies with high levels of innovation achieve the fastestgrowth of profits, and radical innovation generates 10X more shareholder value than incrementalchanges [p. 17].Cohort Group - Gen ZAt this writing, this is the newest and youngest generation on our collective radar screens. Thisnewest generation roughly spans the years 1997-2012.This generation has had a number of very good books written about them. Two in particular aresolidly based on extensive and exhaustive surveys. While there are many other literary works,the two referenced are Gen Z Goes to College [5] and iGen [6].The authors of Gen Z Goes to College did a cross-institutional
is that “the population of individuals whoare involved with or affected by technology…will be increasingly diverse and multidisciplinary.”This highlights one of the biggest pushes in recent years, which is for engineers who are able tofunction effectively on multidisciplinary teams.Often in engineering, when the term multidisciplinary is used, it refers to different branches ofengineering. A multidisciplinary team might have electrical, mechanical and industrial engineerson it. However, when students become practicing engineers, they will no longer be workingsolely with other engineers. Quite often, they will need to work with peers without a technicalbackground. For instance, their coworkers may have a business or management degree
model, the role ofthe instructor is that of a catalyst in the clumsy and cumbersome process that enables students tonegotiate and reflect on their experiences and construct relevant mental models. Instructionaldesign that is aligned with the learning model is a much more complicated process. Instructionhas to account for students’ prior knowledge and develop customized curricula, emphasizingexperiences, expeditions, and inquiry. Open-ended questions, problems, and dialogue amongstudents are encouraged, while grades and testing are replaced with self and peer assessmentallowing students to negotiate their own progress.In addition to these two dominant models, various other models have also entered the discussionunder different designations