. Limited research studies involve rigorous assessments of the effects of CSA moduleson students’ learning and problem solving15, 16.It has become a widespread practice to use computer-based tools to enhance learning. However,using computers just for the sake of using computers or to appear “modern” can be adisadvantage to teaching engineering mechanics. In spite of significant progress in computer-assisted teaching, most students need to draw free-body diagrams and then write equilibriumequations, kinematic constraints, etc., to grasp different concepts of engineering mechanics. Forthis reason, the most successful methods, such as computer-aided instruction problems andinteractive computer tutorials, are an augmentation of the traditional context7
student-student learning through online collaboration, where students and staff have interactive discussion forums, access to units, assessments items and engage with lecturers, tutors and other students.20 3. Reimagined learning experience through media-rich study materials and virtual learning environments.21 4. Providing modern tools (such as e-Portfolio) for storing, organizing, reflecting and sharing student learning with others.22 5. Online peer support, seminar groups and workshops to improve the students study skills.Deakin University students also have an opportunity to alternate and combine on-campus andonline education study modes into the undergraduate engineering program on a course-by-course
and was awarded NAE’s 2008 Gordon Prize for Innovation in Engineering and Technology Education. c American Society for Engineering Education, 2016 Implicit Bias? Disparity in Opportunities to Select Technical versus Non-Technical Courses in Undergraduate Engineering ProgramsAbstractUndergraduate engineering students are commonly afforded minimal opportunities to choosetheir courses as compared to their non-engineering peers on campus. In addition, manyengineering programs restrict students’ limited curricular choices to courses that are heavilyskewed to be technical in nature, further limiting students’ ability to realize a broad and balancedcollege
received said that the participants felt to be more mature thantheir peers at home. They reported having more self-confidence, to act more spontaneous and tobe more open-minded. Academic performance has been extensively reported to correlateconsiderably and positively with the choice and application of self-regulated learning strategies 9. The self-regulated dimension highlights self-initiated actions and processes aimed atacquiring and applying information or skills that include goal setting, self-monitoring andmanaging time. It also helps in regulating one's efforts by providing a physical and socialenvironment for goal
friendswho could provide guidance and advice during the academic year, and increase students’ interestin their fields. The orientations also increased enrollment in the departments.The scope in Lam et al.6 work is wider than the one proposed by the authors in this paper since ittargets high school students. However, Lam et al.6 work parallels to this research because it alsodesigns multiple interventions with the ultimate goal of improving student’s retention. The pre-college platform reported in Lam et al.6 consist of three elements. The first one is a six-weeksummer residential pre-engineering program for 9th -12th grade high school students. Thecurriculum includes math, sciences, language arts, technical writing and computer sciencecombined with
., Barber, P. H., & Hasson, T. (2015) at UCLA viii showsthat the overall 5-yr degree-completion rate for STEM students at UCLA is 65%. This is muchhigher than the national average. Nearly 70% of non-URM students completed their STEMdegree in 5 years, while the degree-completion rate of URM students in STEM was only 39%.This is significant because it has also been found that URM students entering U.S. colleges arejust as likely as their non-URM peers to aspire to complete a STEM major. ix Native AmericanSTEM students who do attend college face a new barrier. Thompson writes, “FGCS have beendemonstrated to have less access to support for success in higher education, fewer financialresources, fewer role models, and lower career aspiration and
them into the Blackboard learningmanagement system (LMS).Implementation FrameworkAt the Tagliatela College of Engineering, modules are integrated into courses using a flippedclassroom model. In each course, content is delivered via a short e-learning module outside theclass, and student learning is improved by reinforcing the content covered in the module throughclass discussions and contextual activities. The overall integration has the four main componentsshown in Figure 1. Students complete the e-learning module outside the class within two weeks.During the second week, students are asked to participate in an online or in class discussion. Thediscussion questions enable students to learn through peer and/or instructor interaction
been produced before, newproduct, very innovative. If there was any company that thought of the plan as recommendable,then it could be put into production. It’s an Innovation and Entrepreneurship Contest, so for it beput into production, we needed to write the business plan in the start-up part, the final proposalwas a commercial proposal.”—Linda “When we finished the product…we had to change our thinking into, just as our teacher said,project management thinking, how we can better sell our product, presenting it to the audience,how we can introduce the product to those experts to catch their interests and how to present itsfunctions in a better way. Different ways of presenting can have very different effects.”—DavidFeasibility
, numerical and experimental methods. He has participated in many research projects and has published several peer-reviewed journal papers since 2004.Ms. Sotonye Ikiriko, Morgan State University c American Society for Engineering Education, 2020 Paper ID #31691 Ms. Sotonye Ikiriko is currently a Doctoral student and Research Associate in the Department of Civil Engineering, Morgan State University (MSU) in Baltimore Maryland. Prior to joining the department in January of 2019, Ms. Sotonye Ikiriko was a Graduate Research Assistant (GRA) at Tennessee State University (TSU) in Tennessee State, where she
semester to the second semester. One of the essential institutional supports thatencouraged both professor and student engagement in the project was the funding used toemploy a teaching assistant (TA) familiar with the content of the course as well as themakerspace. From Spring 2019 to Fall 2019, Dr. Cook had thought that an overhaul of herproject would be necessary to generate more engagement and output from students. Instead ofthese large changes, researchers alongside Dr. Cook found that familiarity with the makerspace,prior experience with an open-ended project, and peer support for students seemed to producesuperior student engagement and output without vast pedagogical shifts.BackgroundIn recent years, substantial educational resources have
best strategies their peers are using. As noted by researchers in [6-8], awareness ofmetacognitive processes can help in ways of improving understanding of a topic. By deliberatelydiscussing these and other learning strategies as part of in-class activities, students areencouraged to monitor their understanding as they read or apply it for working through technicalscenarios.Figure 3. Student-suggested strategies for the effective reading of technical textsFollowing the in-class discussions on reading strategies, students reviewed the strategies listedon the MARSI and rank-ordered the ones they prefer to use regularly. Fifteen students (n=15) inNetwork Switches & Routers class in Fall 2019 and eleven students (n=11) from the Spring
both subtle and overt discrimination[6] - [10]. Several strategies have been implemented to improve this culture, for example byestablishing peer mentoring programs [11] - [15] or creating more inclusive classroomenvironments [16] - [20]. In contrast to undergraduate engineering students who predominantlytake classes, however, senior doctoral and post-doctoral engineering students spend the majorityof their time in a “lab” environment—i.e., the environment of the research group, whethercomputational or experimental. Therefore, to create a warmer climate for these students andmitigate the drastic drop-off of women from doctoral programs to faculty positions, here wefocus on promoting a more inclusive lab culture.The pervasiveness of sexual
allow either the reflect on something, and write about that or instructor or the student to gain even say something about it. I taught an insight into student learning and online class this summer and as part of that I progress. This does not include had students record themselves explaining a instances where the participant solution to the problem. And so that seemed discusses the creation or design of to be a really good
the SI session and toencourage more students to attend the session. A summary of the student participation ispresented in Table 3. Student participation in the Fall 2006 semester decreased by 50%percent as compared to the trend observed in previous semesters. This change may havebeen influenced by factors such as peer influence, work-class schedule conflicts, personallife situations, or preference for an independent working style.Table 3. Summary of Student Participation in the SI Process Fall 2005-Spring 2006 Fall Spring Fall Semester 2005 2006 2006 No. of students in the class 29
orientation to the political, socioeconomic, historical, cultural, geographicalperspective of Uganda. Undergraduates completed research and shared their findings with thegroup by providing presentations and fact sheets at the weekly meetings. The undergraduateswere exposed to library research, presentation delivery, and report writing skills in a contextwhich was aligned with their interests as well as the respective projects. During the initial six weeks of the program, the graduate scholarship recipients attendedseparate weekly meetings with the program director for task delegation, resource evaluation,information accumulation, and progress updates. Specifically, the water facility graduatescholarship recipients explored mapping software and
need to get some basic organization details out of the way. We need to store ALL of our files in one place, and this should be the ONLY place these files are located. This will be very important as we amass more important files. This way we do not have 5 copies of the different revision levels of the same file floating about. This will mean that you should download the file before you start working on it and re- upload and over write it as soon as you finish working on it. Do not store any files that others will need on your computer always keep them in netfiles. I have seen the hassle that this can save especially when we get to
lecture hour each week. During this hour,students will attend lectures that address a broad range of electrical and computer engineeringtechnologies including topics that are relevant to the team projects and the development ofapplications based on these technologies. Lectures also address good design principles, projectmanagement, and project communications.Lab Outline, by Week: Page 11.1336.61 Major course milestones2 Team Organization and Semester Planning3 Personal Semester Goals4 Project Proposal (new projects); Project Demonstration (continuing projects)5 Review of Design Notebooks8 Peer Evaluation and Self
career aspirations are great.Thus, young women – particularly non-minority women – are qualified to pursue SET studies,but are choosing not to. The reasons for this are varied and complex, and likely stem from anumber of complex issues that permeate throughout family, school, and society, including forexample the lack of exposure to technology-based toys and experiences as children, teacherexpectations and classroom climate, lack of encouragement, gender-biased literature, subtleparental and societal influences, lack of female professional role models, peer pressure to avoidacademic subjects deemed decidedly “unfeminine,” feelings of isolation, lack of confidence inmath and science, and a perception that SET subjects are the domain of “white
recruit thesestudents into their engineering programs.Once the students arrive, WIE program retention efforts work to counteract the trend we see ofsignificantly larger percentages of women dropping out of engineering undergraduate programsrelative to their male counterparts6,7,8. Retention activities are aimed at supporting students as wellas changing the climate in which students are immersed. Student activities range from first-yearstudent orientations, skills development programs (e.g. using power tools to tear apart and rebuildan engine), peer and professional mentoring, residence hall programs that cluster engineeringstudents together for ongoing peer support, female-clustered math and science courses, andcareer counseling and resume
otherwise.Table 1. Essential Elements of Social Capital and Relevance to the Present Study Element Definition from SC Theory Application to REU research The availability of resources related to Pool of resources available in engineering, research, and graduate school to one’s social network, such as a student through contacts they made as a Availability economic, cultural, or human result of the REU program, including faculty capital members, graduate students, peers, guest speakers, among others Ease of access to resources
paper describes how a second semester cornerstone course is fostering the development ofcritical thinking in Chemical, Food, and Environmental Engineering students at Universidad delas Américas Puebla (Mexico) by developing students’ self-directed, self-disciplined, self-monitored, and self-corrective thinking. Course two major projects were presented to experts inthe field that assessed students’ critical thinking by means of a specialized rubric3. Instructor,peer-, and self-assessments were also performed throughout the course on several assignments(formative) as well as on two major projects (summative). Possible performance levels werefrom exemplary (value 4, skilled, marked by excellence in clarity, accuracy, precision, relevance,depth
, water,materials). They were asked to put this information into a table using Excel and to write aparagraph discussing which alternative was chosen as their preferred alternative and why. These Page 24.811.7homework assignments given in conjunction with lectures on the engineering design cycleprovided the students with the implementation of the engineering design cycle throughout thecourse and helped guide them in designing their sustainable home project.The ResultsSurvey Assessment 1: PRE and POST learningAt the beginning and end of the second year of offering this thematic approach to EngineeringDesign, students were assessed with a short survey
the writing of laboratory reports and in-class presentations. The Green Projects-to-Pavements project was a proposed study funded in-part by theUniversity of Colorado – Presidential Teaching and Learning Collaborative Program. Theindividuals that contributed to this study included the faculty and teaching assistant thatdeveloped and administered the study, a peer-group of collaborators acting as an advisory panel,and the students of the class. The problem-based design project was a semester long projectbeginning with students being given a project objective, followed by students performing theirown literature research, material selection, obtaining materials, experimentation, testing, andpresentation. In regards to the course topic
Paper ID #8072A Case Study on Advancing Learning in An Upper-Level Engineering CourseDr. Narayanan M. Komerath, Georgia Institute of Technology Professor Dr. Narayanan Komerath is a professor of Aerospace Engineering at Georgia Institute of Tech- nology, and director of the Experimental Aerodynamics and Concepts Group and the Micro Renewable Energy Systems Laboratory. He has over 300 publications, over 120 of them peer-reviewed. He holds three U.S. patents, and has guided fifteen Ph.D.s, more than 50 M.S.s and more than 160 undergraduate research special problem projects. He is a former chair of the Aerospace Division
promoted in four ways2: 1. Mastery experiences, where students demonstratemastery by overcoming obstacles through effort. We promote mastery by using hard problems,and emphasizing explanations. 2. Reinforcement by seeing peers achieve mastery. We usecooperative learning, teamwork, and class presentations to create a learning environment inwhich students see the mastery experiences of peers. 3. Social encouragement. Students wererepeatedly given encouragement that the problems are hard, but can be solved with hard work. 4.Students must learn to manage emotional and physical reactions, such math anxiety, or the knotin the stomach when facing a challenging problem on a test.Transfer requires learning with understanding3. To achieve this we have the
delivery method, the authors have tested and examined various ways to utilizethe power of the Web to synchronize and to better integrate the DEDP students’ learning activitieswith those of their on-campus peers. Using a combination of digital recording tablets, videocameras, white boards, and streaming servers, all of UND’s DEDP courses are now offered on-linethrough streaming video and/or downloadable files. The audio, whiteboard, computer and videooutputs from a course are condensed into a RealOne Player file that is placed on the Internet withinhours and can be accessed with minimal Internet connectivity. With the new format in place, thequality of the lectures and course material presentations has improved tremendously. The recordingand
managerial effectiveness and those managers’ consequentpreparedness for excellent performance, were in direct contrast with forced ranking methodapplied in many organizations-- some of the forced rankings being too subjective to defend themerit of company’s lean-mean objectives in severe budgetary crisis. The study found the following “abilities” of ET managers as armors against subjectiveforced ranking. 1. Demonstrated ability in building trust with peers, superiors 2. Ability to establish priorities, and setting goals 3. Effective writing: expressing ideas correctly 4. Clearly understanding clientele (and customer) needs 5. Ability of budgeting managerial work time 6. Showing and having flexibility
schools that participated in the program· Increase number of teachers with engineering design knowledge· Increase awareness of the nature/limits of science· Raise standards to which students hold themselves (i.e., encourage peer evaluation as an alternative to teacher-based grading)· Encourage and support implementation of results at the local level after the factThe goal of increasing student learning opportunities and skills was translated into the followingobjectives:· Provide a framework for student decision making and problem solving· Increase number of students exposed to engineering problem solving and engineering design processes· Offer another avenue for active learning· Expand use of groups and teams in classrooms
choice, multiple select, numerical, fill-in-the-blank, symbolic, and essay questions. Wewill demonstrate how to use these techniques to write more intricate questions to actively engagestudents in the learning process, help them understand basic concepts, and improve theirproblem-solving skills. We will also illustrate how to use assignments delivered by WebAssignto create a learner-centered environment by promoting interactive, cooperative learning amongstudents and increasing interaction between students and faculty.Through using WebAssign to deliver, collect, and grade homework and quizzes, we haveobserved that students have increased the number of hours spent on academic tasks outside theclassroom in Calculus and General Physics as well as
engineer in the group. d) At the next design meeting, focus the agenda on the impact of J. T.‟s behavior on the success of the project and threaten to speak with the project manager if he does not “shape up.” e) Have another senior-level engineer in the group have a private conversation with J. T. about his work.The final unit looks at the nuances of teaming within a virtual environment in which fellow teammembers may be located in a distant country and may come from diverse backgrounds. Toolswhich can be used to support and enhance virtual collaboration are explored. Discussion boardsand collaborative writing and editing within a course management program or via a documentediting program like Google Docs are used to