semester and was closely tied to the concepts in thescience curriculum, while also serving as a large-scale model for the water filtrationchallenge in the engineering curriculum. Some classes attended the field trip while inthe science unit and other classes attended the field trip during the engineering unit. Methods This study was conducted in a central [state blinded for peer review] schooldistrict that serves approximately 7000 students K-12. Five teachers from threeelementary schools volunteered for this study. Four of the five teachers attendedtraining on the new engineering curriculum during the summer, and all five teachers metweekly to discuss how their lessons were going and what they
thepopular Intro 160 course and will have teams of students solving real-world engineeringproblems with real clients. In addition, this course will offer more department involvement viaonline videos and lectures. Collectively, the online videos, lectures, and tutorials will provide a"flipped classroom" style course. Students will complete assignments that align with learningthe engineering design process including: online assignments, solve engineering problems, buildand manage teams, fabricate and test prototypes, give presentations, and write a technical report.Active Learning StrategiesActive learning is generally defined as anything in addition to the passive listening of atraditional lecture format. There is some disagreement regarding the most
of innovations, NMIMS as the director 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
what is important or relevant rather than just going through theengineering Learners motions and having [to write] answers to questions or preciselydesign define bullet points to hit.”courses Project /throughout “They allow us to take time to self evaluate and instill change for Design /your future projects.” Assignmentcurriculum? “Instructors would know what their students are thinking about [for] Class / the course or project. They could improve some points for the next Educator project
revealed that girls stated they performed poorly in school if theyattended during menstruation, due to the worry that their male peers would find out.8Additionally, studies have shown that use of unhygienic sanitary products during menses islinked to higher rates of urinary and reproductive tract infections.8 All in all, the current state ofmenstrual hygiene in India is concerning at least.Efforts have been undertaken in exploring innovative approaches to combat the issuessurrounding menstrual hygiene. Other than lack of knowledge of menstrual hygiene managementand practices, another key point of underdevelopment is access to menstrual hygiene resources.It is in these interventions where engineering and design become more apparent in
should be learner-‐centered. In addition, it is well established that assessment should be integrated into the learning process1. In-‐class assessments, such as peer teaching, minute papers, muddiest-‐point exercises, and other classroom-‐based assessments 2, can give insights into student progress. Computer technology can further integrate assessment into the learning process by offering students individualized, timely help and feedback, which is known to be beneficial 3-‐5. One effort to embed such individualized assessment into learning materials for an entire engineering subject has been the Open Learning Initiative Engineering Staticscourse. The OLI
and modes of instruction (visual, auditory, kinesthetic, and read/write) can make the students to enhance effective learning. True assessment of students learning outcomes: Students are encouraged to take responsibility for their own learning, so that they are more likely to develop higher-order thinking skills such as analysis, synthesis, and evaluation. Supportive educational environment: Because of appropriate use of information and communication technologies that have been applied in the program increases the independent learning skills of the students. Students should relevant their studies to professional, disciplinary and/or personal contexts. Demonstrate a repertoire of differentiated instructional
. Page 26.105.7 These relations are: δ1 = y1 + y3 & δ2 = y2 – y3.] Scaffold # 2 Attempting to solve for three variables (y1, y2, and y3), students developed only two equations for the free-body diagrams for the two bars, and therefore a third equation was needed. Another soft scaffold was then given to reveal a hidden key concept for the problem: [Assuming smooth pulleys, the force in the left upper spring k1 is equal to the force in the right upper spring k2. This force equality is k1*(y1+y3) = k2*(y2-y3) and is the third needed equation.] Scaffold # 3 The instructor offered this final dose of scaffolding to help students write the
cohort, andhear again about ALEKS™ in several differentways. This includes hearing about it during theopening greeting to STEM students given by aSTEM academic leader, usually a Dean, in aslide. It also includes having a poster presentin the room, e.g. see Figure 1; through thewearing of “Ask me about ALEKS™” buttonsworn by peer advisors during orientation andby having fliers available on a table duringpreregistration. Following summer orientation,approximately one week later, a second emailis sent reminding students of the opportunity;this email garners the most responses withmany students electing to receive licenses oneto two weeks following STEM summerorientation. In addition, advisors who interactwith students also receive fliers and
outcomes. 1. System Concept Review (SCR) & System Requirements Review (SRR) 10% Presentation, may be held together 2. Preliminary Design Review (PDR) Presentation & Written Report 10% 3. Critical Design Review (CDR) Presentation & Written Report / Final 20% Presentation and Written Report 4. Completion and Demo of a Prototype 30% 5. Logbook, Weekly Progress Report, and other Presentations/Exams. 20% 6. Performance Evaluation by Peer 10%The five students were graded on their teamwork based on the first four criteria. As a group theyreceived full percentage, if not extra points, in each of the outcomes. On criteria 5 and 6, theywere graded individually on
of the White House Office of Science and TechnologyPolicy said in a 2010 speech at the New York Hall of Science [1]: “After all, we wouldn’t teachkids how to play football by lecturing to them about football for years and years before allowingthem to play. And if education is about the ‘lighting of a flame not the filling of a pail’—weshould be putting the tools of discovery, invention and fabrication at the fingertips of everychild—inside and outside of the classroom.”The maker culture typically emphasizes “informal, networked, peer-led, and shared learningmotivated by fun and self-fulfillment.” [2] It has grown up outside of formal learning structures,but many educational institutions are now actively seeking ways to adopt this culture
aerospace topics. Thus the course ishorizontally integrated across the curriculum. Likewise, a unique aspect of the Sailplane Class isthat it is also vertically integrated, with students entering as freshman and remaining throughtheir senior years, allowing for students to interact across their experience levels. All are requiredto give presentations and reports to promote both peer and expert feedback of their efforts.While the class focus is on the fabrication of a sailplane (or, for the past several years, on ahuman-powered airplane), two years ago radio-controlled airplanes were introduced into theprogram to augment student experiences.Course StructureTypically, the course enrollment is approximately thirty-five students. The objectives for
, innovative and novel graduate education experiences, global learning, and preparation of engineering graduate students for future careers. Her dissertation research focuses on studying the writing and argumentation patterns of engineering graduate students.Dr. Monica Farmer Cox, Purdue University, West Lafayette Monica F. Cox, Ph.D., is an Associate Professor in the School of Engineering Education at Purdue Univer- sity and is the Inaugural Director of the Engineering Leadership Minor. She obtained a B.S. in mathemat- ics from Spelman College, a M.S. in industrial engineering from the University of Alabama, and a Ph.D. in Leadership and Policy Studies from Peabody College of Vanderbilt University. Teaching interests
education research, interdisciplinarity, peer review, engineers’ epistemologies, and global engineering education.Mr. Corey T Schimpf, Purdue University, West Lafayette Page 26.1630.1 c American Society for Engineering Education, 2015 Undisciplined Epistemology: Conceptual Heterogeneity in a Field in the MakingIntroduction “…conceptualization and theorization may be complemented by technique, but the technique cannot be substituted for this intellectual labor.”1In 2006, a group of leading engineering education researchers produced a research agenda
study at their own pace outside of the classroom or can beused to supplement lessons in the classroom. In addition, online videos are a useful referencematerial that students can review as needed later in their careers. Videos have also been used to demonstrate a wide variety of experiments and techniques.For example, the Harvard BioVisions series includes videos on aseptic technique and DNAmicroarray experiments.6 Several excellent experiment videos are also available on videosharing websites like Vimeo and YouTube (e.g. purification of green fluorescent protein byhydrophobic interaction chromatography11). The largest library of video experiments is providedby the Journal of Visualized Experiments (JOVE), a peer-reviewed online
learning outcomes. While it is often assumed that participation inentrepreneurial experiences beyond the classroom are critical for developing the entrepreneurialmindset and entrepreneurial knowledge and skills20,27,28, these experiences are often clusteredtogether with little analysis of structure, levels of institutional support, or levels of studentparticipation, or. For instance, Duval-Couetil et al. (2012)20 used a wide range of“entrepreneurship-related activities” to compare the involvement of students who did and did notparticipate in entrepreneurship courses. These activities included the experiences of conducting amarket research, giving an “elevator pitch,” writing a business plan, participating in a non-creditentrepreneurship workshop
. Experimental activity took place from Week 11 to Week 17. Duringthat time, in the first half of the classes, the teacher lectured in classroom and then conductedreading and discussion sessions. Students were asked to read individually and then discusstheir reading with peers. That is, students learned course related knowledge and also shared itwith other; in this way their reading comprehension and professional knowledge acquisitioncould be enhanced. In reading discussion activity, group B students recorded their notes andannotations by hand writing. Group E students could use the system to read learning materialand take digital annotations on learning content. Thus, the system recorded learning behaviorand operational processes of students in group E
assessment, development of computer-aided environ- mental analysis and management tools, environmental performance measurement, international project management and education, and sustainable development. She has published peer-reviewed journal and conference papers on the life-cycle environmental implications and LCA of construction methods and materials, extended producer responsibility in the construction industry, environmental decision support tools, and integrating service-learning and sustainability in coursework. She has developed construction management curriculum for Egyptian, Palestinian, Tunisian, and US university students. Her research in- tegrates concepts in economics, engineering, management
instruction to lead to equivalent outcomes13, and in some cases even improved outcomes14.In this paper we describe a controlled study testing how students who used truss tutor forhomework performed on examinations in comparison with peers who did handwrittenhomework. 1. Description of computer tutorThe tutor has been described previously8. As seen the screenshot in Figure 1, the user can definemultiple subsystems, by selecting bars, partial bars, and pins. Page 26.384.2 Figure 1. Screen shot of full display of tutor for
Discovery for a „Design-your-own-circuit‟ experiment. Student teams are asked to design their own circuits based on certain constraints such as the minimum number of voltage sources, meshes, supernodes, target mesh currents and node voltages, AC voltage dividers, filters etc. Teams then build and analyze their circuits, record measurements, discuss observations and write a technical report. In addition to acquiring design skills, students acquire problem-solving, team-building, and technical communication skills.Evaluation and AssessmentThe authors evaluated and assessed this integration over the course of two semesters Spring 2014and Fall 2014. a) Formative assessment: Since formative assessment takes place during the learning
acquisition, teaching techniques vary as a function oflearner proficiency. Proficiency levels are typically characterized as progressing through fivestages from preproduction to advanced fluency. Throughout the SLA sections, self-paced videoswere developed for the students, consistent with and supplementing in-class instructionalstrategies. As well, peer supportive techniques, such as ‘think, pair, share’ and moderateddiscussion boards, were used throughout the projects in SLA course sections12-15. Table 1 belowpresents the stages of language proficiency and presents a comparison of teaching techniquesapplied at each stage in both SLA and non-SLA based class sections 15.Table 1. A comparison of Non-SLA-based and SLA-based Teaching Techniques
. Since 2012, he has published more than a dozen articles in peer-review journals and conference proceedings. Journals include Applied Mechanics Reviews, Polymer, and International Journal of Solids and Structures. He has also presented at both national and international podiums and won presentation awards at ICONE20 and ICONE21.Mr. Benjamin T. Scoville, Liberty University Benjamin Scoville is a third year student pursuing a degree in Electrical Engineering at Liberty University. His topics of intrigue are control systems, communication in automated systems, and cyber physical systems (CPS). Engineering education and CPS are his research interests. His other interests include piano, exploring the outdoors, baking
is illustrated by some of the presentations at the 2013 annual conference shown inexhibit 1.Only one of the presentations came from outside the US, in this case, TheUniversity of Buenos Aires. The programme inadvertently highlights one of the dilemmasfacing those who would promote technological literacy namely, that it is all too often taken Application of peer-reviewed journal articles for enhancing technological literacy (Brooks, R.M., Cetin, M., Kavuturu, J and Al-Maghrabi, M-N). Demonstration of electrical principles in the classroom by hydraulic analogues (Graff, R. W and P. R. Leiffer). Waves of engineering: using a mini-wave flume to foster engineering literacy (Lyman-Holt, A. L and L. C Ribichaux). Simulating interest in
experiences will be a springboard for increasinglycollaborative curricular experiences for our university students to work together to developcompetency in intercultural interaction and to engage in sharing their unique perspectives andexperiences.This study aims to measure engineering students’ intercultural competence—their ability toparticipate in a multicultural team-based learning environment effectively—and to determine theeffectiveness of curriculum to affect intercultural competency. This effort aims not only toimprove the program quality but also to communicate the findings related to curriculumdevelopment to establish effective teaching methods with other programs through peer reviewedjournal publications and conference presentations.This
confidence, respect and motivation is useful inall kind of working fields; specially women undergraduate engineers are more confident whencompared with males of other discipline groups. Khazanee (1996) referred to female engineers,such as less aggressive attitude towards colleagues than males, tendency of listening more andacting not spontaneously, and being more attentive, accurate, and organized. Additionally,successful ability writing in math and science by females, can prove advantageous in allacademic fields (Halpern et al. 2007), while introduction of unique and important perspectivesand priorities will conclude into positive social outcomes and greater ethical accountability(Eagly and Carli 2003). Females are characterized as high self
for the actors to develop their own contextthrough improvisation.In TPC, Open Scene is used differently. Students are paired up (with an occasional trio, ifnecessary) and given a generic set of instructions explaining that they will perform a ‘scene’ withtheir partner(s) for their peers in approximately ten minutes. These instructions also include somereminders of things to consider that may help them communicate their scene, including tone,volume, body language, and use of relational space (all discussed previously in course content).Students are additionally encouraged to use readily available props as they deem appropriate.Each group is instructed to keep their scene a secret from other groups as they prepare. Then,each group is given
: this includes the use of humor or encouragement as a pedagogical tool/strategy.) Learning activities Information regarding things the students are assigned or tasked, such as in-class exercises, homework, lab assignments, group work, reading, writing, involvement on discussion boards, presenting, or participating. Instructor Information regarding instructor’s nature or personality, such as knowledge, friendliness, sense of characteristics humor, flexibility, etc., but not teaching style. Learning/Cognition Information regarding whether or not learning was happening, level of challenge, progress toward learning objectives, clarity
Classroom Assessment Technique (CATs) [1]. MuddyPoints (MP) is one of these techniques. It is a tool used to collect feedback about student learningissues and points of confusion. Many times, it takes the form of a ‘Minute Paper’ where studentsare asked to spend the last minute or so of class anonymously writing their responses to a coupleof questions. These questions help the instructor recognize any disconnects between what theysaid and what the students actually heard (e.g., What was the main point of today’s class? Whatdid you find most confusing?) [2]. Instructors can then take this feedback and leverage it toenhance student learning by adapting future content delivery and course facilitation methods.Responding to this information at the
emphasizes learning withoutthe burden of assignments and without assessment through intimidating exams and tests unlike atraditional classroom environment. Oliveira adopted active learning approaches to encourageactive learning and engagement among students in face-to-face electrical engineering technologycourses. The assessment results demonstrated that the active learning strategies havesuccessfully met the teaching requirements (Oliveira, 2015). Cooperative learning activitiespromote peer interaction and assist the development of engineering course in terms of betterlearning of concepts and content. Akili developed a cooperative learning method in a large-scaleengineering education, in which the cooperative learning has been proven to be
), AAAS (Fellow), ASME (Fellow), RAeS (Fellow), and ASEE (member). Dr. Pidaparti will move to University of Georgia in January 2014 as a professor of mechanical engineering.Prof. Christopher Stewart Rose, James Madison University I do research on the development and evolution of amphibian anatomy and I teach courses on comparative anatomy of vertebrate animals, animal development, human development and evolution, scientific writing, and biology in the movies.Ms. Elizabeth Marie Tafoya Elizabeth Tafoya is a fourth year engineering student at James Madison University. In addition to engi- neering, Elizabeth has a minor in geology. She has participated in Bio-inspired Design for Dr. J Nagel since the Spring of 2017 to