. Parametric solid modelling and surface modelling are the basic CAD technologies. Solid modelling creates a model that has the filled volume. It closely represents a physical object by having data of physical properties such as mass, density, along with the geometric information. Surface modelling, on the other hand, generates the outlook of the objects as a surface model but doesn’t reflect the physical properties as in a solid model. Solid modelling is preferred over surface modelling in AM as it has simpler representation of geometric information and provides information that is useful to generate tool path. 4. 3D scanning technology enables reverse engineering of a physical part
variables such as gender, race, ethnicity, family’seducational background, and socioeconomic status. English et al. (2013) reported findings from a STEM-based lesson in whichstudents explored engineering concepts and principles pertaining to simple machines.The students clearly indicated how the machines were simulated by the materials. Thestudents were also able to reflect on different aspects of their design, especially onmaterial properties and how they affected stability. Allowing students to suggest ways toimprove their designs provided opportunities for further reflection in subsequent designprocesses. In general, students did not make explicit references to underlyingengineering and science principles, but they were able to link
used with cautionand only adjust the model if they are consistent with theory. In this case, the wording ofQ8Eng_k and Q8Eng_l are very similar and these measurement items capture similarinformation about students’ competence beliefs; therefore, this modification was made and theresulting model better reflects the data implied matrix.Figure 2. Confirmatory factor analysis of the latent constructs of identity: interest (Int),recognition (Rec), and performance/competence (PC) beliefs for 2790 students in first-yearengineering at four U.S. institutions during the fall semester of 2015. All paths are significant atthe p < 0.001 level. Image generated using the semPlot package in R74,75.The confirmatory factor analysis indicates that the data do
spaces; is it the same or different?Our studyThis research project is investigating three very different universities with engineering programsthat have embraced the maker culture: University B, University A, and University C. Each ofthe spaces are different, reflecting the differences in the institutions. University B is first andforemost a technological institute with the majority of undergraduates majoring in engineering.Its maker space, housed within the Department of Mechanical Engineering, is operated by a 70person team comprising of 65 undergraduate volunteers and 5 non-student members. The makerspace comprises five rooms totaling 2,500 square feet that includes a rapid prototyping suitewith six 3D printers having various material
Concept Inventory20. Additionally, the moderate correlation coefficientsbetween the inventory scores and exam scores fall in the range of values found in previouspublications comparing concept scores to problem-solving skills16. This fits with the observationthat much of the final grade and the exam scores reflect assessments of problem-solving ratherthan conceptual understanding. Overall, the expert selection of questions for the 11-questionsubset and the significant correlations between the aDCI scores and other assessment metricsprovide evidence that the aDCI is sufficiently valid for use in this study. Table 2. Spearman correlation coefficient (ρ) for aDCI scores and other performance metrics. aDCI Pre-Test
, demonstrate thecapability of mobile platform specially the Android platform which bear the testimony thatmobile platform can be made efficient in controlling robot.Preliminariesi. UMLUnified Modeling Language28 widely known as UML is a software engineering tool used formodeling software systems. Fundamentally it is used as a tool for analyzing, designing andimplementing software intensive systems. UML provides a visual representation of the systemwhich reflects the standard and interactive organization or system’s elements. From thebeginning till now, there are several versions of UML have been evolved and UML 2.0 is usedfor the modeling of our system. UML offers two types of system modeling, one is structural orstatic modeling which require the
paper’s style and structure also meld twodistinctive document types—technical report and narrative essay—in order to reflect upon asmall-scale, field-test type experiment and to identify initial positive or negative trends withinthe experience.Instructional ConceptThe development of a specialized grammar course for engineering and other STEM students waspredicated upon four assumptions. The first was that possessing a complete functionalunderstanding of how sentences work can help students to produce technical documents that areclear, concise, and correct; and second, that adequate grammatical skills are too often missing inengineering and STEM majors.Another assumption was that engineering and other STEM students already have mastery in
; this may suggest that students andfaculty have different ideas of what constitutes a critical thinking skill.(3) Faculty perceived students learning how to work independently as a much lower rate thanthe students themselves identified, likely reflecting what each group would consider to be“independent” work. Faculty also saw significantly less success by the students in learning howto conduct a research project (#6), which may indicate that the students are not fully sharing theirmentor’s vision of what is involved in conducting research at a high level. This is mirrored bybenefit #8, regarding a student’s research skills, which a much larger percentage of studentsthought was a benefit received in comparison to the percentage of faculty who
other outcomes that resulted from offenses. Finally, the findings wereorganized into themes. Several steps were taken to ensure the quality of the findings. First, after thetranscriptions were produced, the audio recordings were checked against the transcripts to verifythe accuracy of the data. Second, transcripts were sent to participants to verify the accuracy ofcontent and meaning; no participants responded with changes to their transcriptions. Finally,because five researchers analyzed the data, and the five had various backgrounds andperspectives, the researchers reflected on their positionalities and subjectivities. This process ofbeing reflective helped them acknowledge who they were – and the biases they held – relative tothe
in the description of both cases—regardless of cultural and institutional differences—there are several common places between the two approaches to change presented in this paper(see Table 2 for a summary). There is a common motivation and goal, which is achievingexcellence in engineering education within the region and worldwide. Although each institutiondescribes its guideline principles in a different way, they all respond to the logic model suggestedby CORFO. Of note is that both leading engineering schools were aware of previous experiencesrelated to cultural change in engineering education and to the creation of university-basedentrepreneurship ecosystems. This awareness can be reflected in three major change strategiesconsidered from
deemedundesirable by the IABs: 1) the program was offered only in the summer sessions; 2) it requiredconsiderable academic supervisor oversight; 3) the internship grade was mostly determined bythe academic supervisor; and, 4) as a writing intensive course, some of the program requirementswere consuming students’ working hours in a manner that was inefficient. Specifically, theinterns had been required to prepare daily logs that painstakingly described the details of workengagement by the hour and an equally tedious, descriptive account of reflections of the studentson those activities. The summer-based, five-week long regimen could not permit the industry toaccomplish much of substance with an intern. The department’s industrial partners also had todeal
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
the role of mentors inattracting underrepresented students, previously constructed instruments from 12 in theirattitudinal study of CS in the Level Playing Field’s Summer Math and Science Honors Academy(SMASH) were used. Additional instruments were developed by the researchers to measurecultural competency. The survey uses a 5-point Likert scale (where 1 = Not Really, 3 = Neutraland 5 = Absolutely).Along with the surveys, interviews were conducted to get a deeper sense of the effectiveness ofthe BJC curriculum in attracting historically underrepresented students. These audio-recordedinterviews were conducted at the university with participants that either attended CS10, CS61A,or both. Furthermore, participants were carefully chosen to reflect
applicable to asignificant population of students and educators. Further, this case study is relevant toengineering education in that it centers around a classroom that is engaged in “application ofscientific knowledge to an engineering problem,” and NGSS frames this case study as anexample of its “vision of blending disciplinary core ideas, scientific and engineering practices,and crosscutting concepts.” Throughout this paper the authors examine and reflect on the purposes of science andengineering education as well as the ways in which large-scale science reforms (such as NGSS)attempt to address issues of access and equity that continue to persist in science and engineeringeducation. In future, the authors hope to analyze other NGSS case
. Using provided parts, the students must deliver a working prototype topass the project.Figure 5 is an annotated image of the students electrical design developed during theirjunior design course.OpticsCourses: PH113, PH292(Optional), OE280(Optional), OE295, EP410, EP411, EP415EP students graduating from RHIT are also expected to be proficient in the field of optics.Training in optics begins in the third quarter of their freshman year in introductory Physics. Inthe PH113 course, the students are introduced to basic concepts in the field of optics such as:basics of electromagnetic waves, reflection and polarization, diffraction, and simple geometricand physical optics principles. Following this course, the students have the option of taking
QuestionsFollowing from this perspective, we aim to address the following questions: • How do representations of students by instructors function during a meeting in which instructors are working to determine grades for the course? More specifically: o How do the instructors position themselves and one another? o How do the instructors position students within categories that have consequences for success and lack of success? o How do these positionings reflect an instantiate particular ideologies and sets of values regarding calculus and its role in engineering?4. Research Context, Data, and MethodsOur research focuses on a the Access Program, a diversity-promoting program in
techniques,such as team building, design-thinking, ethnography, empathy, observation, technologyvaluation, professional interactions, interviewing skills, videography and clinical etiquette.Students were trained to document observed clinical problems by way of four multi-modal tools:These included (1) Written logbook documentation, followed by reflection and compilation ofthese notes; (2) Clinical video interviews that further pressed the initial observations madeduring the shadowing and allowed the students to gain greater insight into the problems theywere observing; (3) A mind-mapping process (MindMeister: mind mapping software (Munich,Germany)), through which the students organized their observations and clinical contacts as ateam, and (4) The
time it took the unit to get to idle rpm, but the difference was not considerablecompared to all the positions at 0 degrees. Based on the results reflected in Table 1, the Darrieusturbine output the maximum RPM at a wind speed from 14-17 mph. At higher speeds the windstarts to affect the opposite blades in which the tangential force is being applied, and theperformance of the Darrieus starts to decrease.Wind Speed Acceleration Rotations per Deceleration Torque Power (mph) Time (sec) Minute(rpm) Time (sec) (Nm) (Watts) 5 270 14 240 8 4 8 225 21 270 21
summary thatprovides an assessment of student performance and is mapped to reflect linkage with appropriate1-22 outcomes.The entire departmental assessment process is predicated upon twenty-two outcomes developedand adapted from ABET, Criterion 3, student outcomes A-K2 and ASCE Body of Knowledge1.Each outcome provides a succinct statement describing material students are expected to learnover a four-year development period before graduation. Attainment of proficiency for eachoutcome is measured using Embedded Indicators based on mapping to the six levels of Bloom’sTaxonomy15,16. Table 2 summarizes the CEE Department nine professional skills relatedoutcomes. Course Embedded Indicators on tests, assignments, and projects are used to evaluateCEE
of the authors) read and color-coded the transcripts according to the11 themes listed in Table 1. Related text was classified by giving each fragment of color-codedtranscript a unique identification number, and entered into spreadsheet columns and rows forindexing and to facilitate comparison of each coder’s responses. The inter-rater reliability wasdetermined through visual comparison of lines of coded text from each coder. Findings reportedin this paper reflect only the text with unanimous thematic agreement by all three readers.FindingsSurvey and focus group analysis showed that CU Teach Engineering students are enthusiastic toexplore their interests in both engineering and teaching. They view engineers and teachers asdifferent, but find
. For the studied group of engineering students, there are no significantcorrelations between Creativity Index and GPA or the Creativity Index and SAT scores,indicating that SAT scores and GPA are poor predictors of creativity. Because creative potentialis not reflected in the current evaluation methodology, the most creative engineering studentsmay not be at the top of their class, so their unique potential may be underappreciated inengineering programs. This observation indicates the urgent need to revisit the studentevaluation is performed in the current engineering education. Potentially low GPA of highlycreative engineering students may become an impediment for their recruitment for jobs that arehigh demand for creative ideas. The
to the Accreditation Board for Engineering and Technology (ABET) evaluatorswhen they reviewed the college, which had potential to reflect negatively on the department. Theprofessor responded that only 10% of the students had voiced concerns, and that did not seemlike an unreasonable number.Seven weeks into the semester, several students wrote a critically reflective letter outlining theirconcerns about the flipped classroom structure. This was addressed to the chair of thedepartment, the associate dean of the college, the dean of the college and the president of theuniversity. The concerns were: 1) no notice prior to registration was given that the class wouldbe flipped, 2) the online videos allowed no face-to-face interactions among the
choosing a language with a simpler syntax, herewe separate two tasks that we know individually demand a high level of cognitive load fornovices: learning problem-solving strategies, and learning programming techniques.AssessmentOften times assessment becomes the weak point of a learning system. Designing good assessmentis hard,56,57 and often good assessment can require significant time on the part of the instructor.Because of this, assessment is often simplified, lowering the effectiveness of the entiresystem.If our course objective is to teach learners to solve problems with programming, then an idealassessment would be to give students a problem to solve, ask them to write a program to solve itas well as reflect upon the patterns they used in
few days later and included the two itemsshe had requested. The salary was not quite the level Sarai had hoped for, but given her interestin remaining in the region and her success in receiving funding for both of her requests, shedecided against negotiating for a higher salary. All in all, the negotiation workshop had, in hereyes, paid off. Without it, she reflected, she would have just accepted the verbal offer withoutarticulating what else she needed to help her succeed in this new position.Administrative Level NegotiationsCase 3: College level budget negotiationState U had just hired a new provost. He was a biologist and one of his platforms was to launch anew STEM program. The university had, however, been weathering budget crises for
(3) face-to-face but taught in parallel with the online section. 600 500 400 300 Other 200 Reform 100 0Figure 2: Calculus I enrollment by semester.Total students “captured” by the reform project, as a percent of enrollment is shown in Figure 3.It appears to be stabilizing in the low to mid 70’s, which currently reflects the portion of calculusthat Boise State University has chosen to offer as honors, online, or face-to-face but parallel toonline. 100% 90% 80% 70% 60% 50% 40
-intentional‘general distribution requirements’ of the university [that] are not necessarily tailored to meet theneeds of students”6 nor a thoughtfully comprised liberal core for holistically prepared engineers.Is this student response instigated and nurtured by a cultural devaluation of non-technicalcoursework that is reflected in minimal non-technical requirements filled with choice? Surely thepresence of faculty, advisors and deans unenthusiastic about the added value of exploration ofhumanities and social sciences topics impacts the climate of perception towards liberal educationin engineering colleges; programs that emphasize the integration of the humanities and socialsciences with engineering need faculty champions, broad and overt institutional
carrysomewhat different meanings), peer review is often associated with Peter Elbow’s teacherlesspedagogy of the 1970s, shifting the responsibility for feedback from the instructor to thestudent.2The literature refers to numerous benefits from peer review. Topping et al. suggest that peerreview can create “an enhanced sense of ownership and personal responsibility.”4 Peer feedbackmay also support student engagement and reflection in their learning.5 In fact, some researchsuggests that students may actually get as much or more from student critiques of their work asfrom instructor feedback.3 In addition, work in peer review also proposes that students can learnfrom giving as well as receiving feedback.4,5 Topping et al. lists a wide array of
environment19.In more recent work, these benchmarks are replaced with engagement indicators that arecategorized into four themes: academic challenge, learning with peers, experiences with facultyand campus environment48. The course material delivery framework outlined in this paper 1focuses on some of these benchmarks including higher order learning, reflective and integrativelearning and learning strategies (all under the “academic challenge” theme).There have been several research efforts over the past many years to improve engagement inengineering classrooms. These include the use of a technology-centered classroom20, formationof learning
“engineering students have so much to learn before they can actuallystart practicing in the field, safely, that a formal rigorous engineering education at the Bachelorslevel is inescapable.”9 However, because competency in soft skills is also critical to theprofession, it is essential to look beyond textbook learning. A National Science Foundation studyrecommends engineering faculty engage students in “collaborative problem-solving, analysis,synthesis, critical thinking, reasoning, and reflections to real-world situations,” and that “newlearning approaches must be put to use that heighten practical learning and allow students todemonstrate the application of their studies to real-world situations.”10 Interestingly, theproposed revision to Criterion 3
Paper ID #14971Measuring Student Response to Instructional Practices (StRIP) in Traditionaland Active ClassroomsMr. Kevin A. Nguyen, University of Texas, Austin Kevin Nguyen is currently a Ph.D. student in the Science, Technology, Engineering, and Mathematics (STEM) Education department at University of Texas at Austin. He has a B.S. and M.Eng in Environ- mental Engineering both from Texas Tech University. As an engineering education researcher, he has worked on projects regarding self-reflection, teamwork, active learning, and participatory science com- munities.Dr. Maura J. Borrego, University of Texas, Austin