will help me improve and grow as a person. SRA18 While abroad, I will be able to function effectively in most any situation. SRA19 I am ready to interact with my foreign peers, colleagues, partners, etc. SRA20 I have sound reasons for deciding to go abroad.1 From Jesiek, Haller, and Thompson (2014)We distributed the SRA following a pre/post-test design; however, because the SRA was used asa measure of travel “readiness,” the survey was only given at the beginning and end of the classand not after the international module. 90 of 92 students also completed both distributions of theSRA, representing a 97.8% response rate, and we conducted paired samples t-test analyses aswith the CQS. 5 of the 20 SRA items
thus they will default to a role that is more familiar or is perceived to be less challenging. Another reason that a student may take on a certain role is that that the student may become pigeon-holed into a certain role: if a student volunteers to write the first progress memo, for example, the other team members may expect that student will complete subsequent writing assignments, thus not leaving enough time for the student to take on other tasks. Or, another example is that there could be a student who previously had a lot of experience on a robotics team, and thus is expected by their teammates to do the wiring or coding work for the course project. This keeps that student from experiencing
the problem. This focus is appropriate for the specific material ofthe course, but it misses how and why one gets to the point where the course material is needed.It also misses more general aspects of engineering and technology. Courses with project workmove beyond this to some degree, but are unlikely to succeed in covering some facets oftechnological and engineering literacy (TEL).Many approaches have been documented for teaching technological and engineering literacy [4,5]. A search for technological and engineering literacy in the ASEE PEER database in February,2019, resulted in a list of 60 papers from technical sessions of the Technological and EngineeringLiteracy/Philosophy of Engineering (TELPhE) Division alone; 163 are listed for
engineering at VT since 2007. This site has 66 alumni from all over the United States to date. He collaborated with his colleagues to implement a study abroad Page 26.1767.1 project (2007-12), funded under the US-Brazil Higher Education Program of the U.S. Department of Edu- cation, at VT. He has published over 70 papers in peer-reviewed journals and conferences. He has advised 5 PhD and 10 MS students to completion and is advising 5 PhD and 1 MS students currently. In 2011, he was awarded the American Society for Engineering Education (ASEE) International Division’s Global c American
computer tools; andwork effectively and ethically as a member of a technical team. Students in ENGR 106 areexposed to problem solving mainly through the implementation of model-eliciting activities.The Accreditation Board for Engineering and Technology1 states in Criterion 3d that studentsmust demonstrate “an ability to function on multi-disciplinary teams.” For this reason, ENGR106 is designed to use teams extensively throughout the course. Early in the semester, studentslearn about characteristics of effective teams such as interdependency, goal setting, roles andnorms, cohesiveness, and communication. The students participate in team and peer evaluationsof their teaming experiences and create team specific codes of cooperation that guide
in Engineering Education – with a small “c”) teaching workshops. By 2005, ASCEreclaimed sponsorship of ETW, and the participants ever since have come from those civil,environmental, architectural and construction engineering and engineering technology programsthat the society supports. ASCE has offered two of these workshops per year ever since. At thetime of this writing, there have been 19 ETWs which have been attended by 449 participants Page 13.586.4from 203 different colleges and universities. International universities such as Durban Institute Proceedings of the 2008 American Society for Engineering Education Annual Conference
. Therefore, while afreshman chemical engineering course must (obviously) contain information about thefield of chemical engineering, it should also find ways to address non-chemicalengineering related issues as well. Here, ample use of guest speakers in CounselingServices or similar offices on campus should be explored.In addition to what has been discussed above, other ideas in freshman chemicalengineering courses exist as well. Roberts discusses a course that focuses on, amongother areas, communication skills13. Worcester Polytechnic Institute looks to mix writingwith first-year engineering in a course taught shared by a ChE faculty and Writing facultymember14. Vanderbilt University describes a course where students are introduced tochemical
an electronic device;• exercise project management skills and use the Gantt chart;• exercise communication skills through preparing a proposal, writing a final report, and presenting in class. Page 13.90.4Details of ProjectIME 157 Electronics Manufacturing is a lower-division engineering course and has no pre-requisite. The lecture meets twice per week for fifty minutes each and the lab meets twice perweek for three hours each over the ten weeks of a quarter. We believe that laboratory work isvery important component in engineering education and Cal Poly’s teaching philosophy is“learning-by-doing”.Each student will work on two projects
and Technology at Indiana University-Purdue University Indianapolis (IUPUI).Joshua Killey, Indiana University-Purdue University-Indianapolis Joshua Killey is Director for the Office of Career Services and Professional Development in the Purdue School of Engineering and Technology at Indiana University-Purdue University Indianapolis (IUPUI).Elizabeth Wager, Indiana University-Purdue University Indianapolis Elizabeth Wager is a Lecturer of Technical Writing in the Purdue School of Engineering and Technology at Indiana University-Purdue University Indianapolis (IUPUI), where she is also pursuing a master's degree in applied communication
, instrumentation, fabrication,information retrieval, technical writing, and the scientific process can be taught progressivelyover four years. Skills build on each other from one year to the next, enabling students todevelop independence and ultimately acquire a sense of engineering empowerment.PIC follows a progression that is loosely metaphorical to human growth. Just as a human childultimately learns the ability to survive in a world independent from his or her parents, we striveto enable students to learn concepts and applications to the point where they can apply them inan unstructured environment outside the classroom. • Freshman year. Like toddlers learning new words, following simple instructions, and exploring the world, freshmen are
research interests are in the areas of optical network design and wireless sensor networks. She is a member of the computer science curriculum committee for the cooperative education committees and a faculty advisor for co-op students. She is also a faculty mentor for female students in under-represented fields. She has published over 50 papers in peer-reviewed journals and conferences, has served on organizing committees for several well-known international conferences.Karen Benzinger, University of Windsor Ms. Benzinger holds Bachelor of Commerce and Master of Education Degrees. She has implemented student and learning support services for nineteen years and has served as the
systems (A1) 21. apply engineering economics to solve time value of money problems (A1) COMMUNICATION: 22. utilize the specified engineering problem solving approach when completing assignments (A1,A4) 23. properly present technical information in tables and graphs (A4) 24. communicate the results of investigations and projects both orally and in writing (A4) 25. assess potential impacts of selected global and societal forces on our planet and its inhabitants (A5,A6,A7) 26. regularly attend professional society meetings and other student-led functions (A7,A8,A9) 27. work individually and collaboratively to complete course assignments (A4,A8) 28. apply creative problem solving techniques for product design (A3) 29
and find an answer, or whatever.”From our conversations with professors and students, the first step in the process is for the teamto understand the client’s demands and write a problem statement. In this step, the facultyadvisor is encouraging the team to carefully analyze the client’s problem in order to understandthe objectives and constraints of the project. A student talking about the problem statementrevision process says: “They [faculty advisors] also emphasize at the very beginning the problem statement revision… It is like one person giving you the project. Are they sort of laying the ground work? Do they already have an idea of what solution they want? Whether or not this is the right idea, you don’t
. Maybe build a few devices from plans without the research and write ups. Just to get a feel for construction and energy balances. • Also provide a survey of contemporary commercial solutions so students can see what is being done. Maybe also reference E. F. Schumacher, Buckminster Fuller, etc. • Able to gain a lot of hands of experience with the course and would like to see more. • Could perhaps investigate a wider range of modern energy concepts to more depth but quite a few were covered extensively in the course.4 Question: Please comment on the balance between class lectures, class discussions, assigned readings, outside readings for assignments, discussions with people outside the class. Should this
study. The amount of ‘ums’and ‘ahs’ were counted during the impromptu speech to assist in the improvement ofspeaking delivery and performance techniques. Also, if the student spoke beyond thethree minute time limit they were politely interrupted by the facilitator, this techniquewas utilized to prevent excessive speech content. After the impromptu speech activity,the audience consisting of the student speaker’s peers was asked to provide constructivecomments regarding the quality of the speech. At the completion of the activity, a winnerwas chosen by audience voting with respect to delivery, performance, content, and theuse of visual aids. The speaker with the optimal performance regarding the latter was
determine how life style changes (for example usingpublic transportation) can reduce the user’s environmental impact. This assignment was designto evaluate students’ mastery of the performance objective #1 and to evaluate the ability ofstudents to perform an independent research and write a short report. The submitted reports wereof higher than expected quality reflecting that students have a good understanding of thechallenges caused by global warming and climate change. The homework grades were in therange 90-100 with an average of 94.0. It should be noted, however, that since no beginning-of-the-semester pre-test was administered in this class, it was not possible to determine the extent ofstudents’ familiarity with these subjects prior to start
volunteerism that the nation has not seen since the 1960s. As with most of the discussed trends, this cuts both ways. When focused upon worthy causes and activities, these can benefit a region and its citizens, as well as foster a needed sense of community. They can provide needed assistance to the disadvantaged and hurting. They can be an opportunity to enhance the character and compassion of young people and should be a clearly good thing. However, volunteerism should be fully voluntary, not mandated, coerced, peer-pressured, or indirectly fostered via a systems of carrots and sticks (for example, tax, pay, or other financial incentives
ask the studentsto reflect on their own experiences on the engineering teams and teams in other classes. We alsoask students to assess and rank at various stages of the training program: What they think of their individual communication skills overall, which we define as the ability to write, speak and present. What’s most important for their team to succeed on the project: overall communication skills, overall engineering capabilities, or the ability to meet deadlines. What’s most important to them as a team member: succeeding, having open communication, or getting along with their team members. What role they expect of their team leader and fellow members.The student responses allow us to assess the
cut a very high fidelity model and is now working on writing instructions based on what has been learned from this effort.In all cases, the use of the makerspace is free of charge for students. Nine respondents (7 ED and2 ETDC) reported that their makerspaces are open to the community at large, for exploration andentrepreneurship projects, with the majority of schools offering this community access free ofcharge. One ED shared that although the makerspace is not open to members of the community,many of the undergraduate and graduate engineering projects hosted in the space are designed toprovide value to the local community. Though the makerspaces, as reported by ED and ETDC,ranged in size (from basement studios and small labs to 60,000
theprogram. In addition, an Advisory Board, consisting of a larger, diverse group of faculty andstudents who have participated in a previous MIH project, provides input on funding for eachproject and suggests professors to advise each project.Each quarter, an open forum is held for students to discuss the details of the projects that areavailable for the following quarter. In addition, a guest speaker is invited to help inspire thestudents by discussing the importance of helping others. After the open forum, students fill out anapplication form in which they rank their top project choices and write a paragraph stating thereasons they are motivated to work on the project. Faculty members on the advisory board rankthe students using these paragraphs
study asked individuals to indicate the ethics topics thatthey taught in one or more of their courses (18 topics were identified, an additional “other” wasprovided with a space to write-in; “no topics” was also an option). For any individuals whoselected one or more topics), this was followed by a question where respondents indicated all ofthe types of courses where they taught these topics (9 options provided and “other”); results aresummarized in Table 2. Among the survey respondents, 71 only reported teaching these topics infirst-year courses (either first-year introductory course and/or a first-year design course) and noother types of courses. On average, four different ethics related topics were reported by eachinstructor of these first
Mathcad. 7. Discover the best techniques to perform curve fitting in Excel and Mathcad. 8. Efficiently use Excel for statistical analysis. 9. Solve nonlinear equations using iterative solution methods in Excel and Mathcad. 10. Solve optimization problems using Excel Solver and using Solve Blocks in Mathcad. 11. Identify the basic elements of programming and write user defined functions in Excel and simple codes in Mathcad. 12. Recognize the advantages and disadvantages of the software, Excel or Mathcad, in the solution of different engineering problems.Course Components:CGN 2420 - Computer Tools in Engineering- has two major units: ● Unit I: Excel Tool and Applications. This unit is divided in five modules distributed in
a search using the terms “culturally 1responsive” in peer-reviewed qualitative methodology journals such as Qualitative Inquiry andInternational Journal of Qualitative Methods. If a validation strategy related to culturalresponsiveness appeared in two or more articles, we discussed its application to Walther et al.’sframework and to engineering educational research in general. We then included it in our review.However, this review is not intended to be an exhaustive search or comprehensive systematicreview on validation strategies, and thus there may have been validation strategies that wemissed due to our limited search methods
their hands feel when they touch hot vs. cold items (such as stainless steel pot). Have students draw or write about how their hands feel when in contact with a hot surface vs. in contact with a cold surface. Discuss with students how the heat from a hot surface is transferred to their hands when their hands are in contact with such surface. Explain how some materials let heat through more easily than others. These are called good ‘conductors’ of heat. The heat travels or ‘conducts’ through the material. The glass should have felt the hottest because it is the best conductor of heat. Insulation materials, such as polystyrene felt the coolest, because it is a poor conductor of heat.Convection
optimization for domain ranking improvement ● A web app for supporting student peer evaluations of work within academic courses ● A mobile app to reduce medical waste in hospitals by providing a mechanism to resale unused medical devices among hospitals ● A mobile app for a ski resort that allows users to track their vertical feet skied and other skiing statistics, a leaderboard that ranks skiers on their statistics, a social share feature (via Facebook) to post and comment on accomplishments, and a pushnotification service ● A novel distributed hashtable implementation for secure file sharing (designed to support distributed certificate authorities) ● A web app that monitors energy and water
in Science" camps (survey respondents ranged from 8 to 32 per camp with median = 21); • 9 "Solar System Adventures" camps (survey respondents ranged from 13 to 25 per camp with median=19); • 7 "Engineering" camps (survey respondents ranged from 12 to 25 per camp with median =23); Page 26.9.7 • 1 "Robotics" camp (survey respondents were 15 girls); and • 7 "Rocketry" camps (survey respondents ranged from 9 to 28 per camp with median =21). NASA Theme Activities Students Identified As Their "Favorite”Camp Name Number writing a description Number of different Most popular
observe 21. Students are told to write down their observations and share their thoughts withthe class. Because no wrong answer exists, all plausible observations are respected. However,students are encouraged to critique the observations of their peers and propose alternativesolutions based on the class discussion. The professor does not lecture on the topic. Instead, thestudents are the main contributors to learning while the professor gently guides the investigativeclass discussion following a prepared script. A lesson script example can be seen in 21. Asstudents begin to ask more questions, a more detailed analysis is achieved. While this particularexample is focused on biology, the inquiry-based learning module can be modified to address
ideas with peers, instructors, and computer administrators. Students discover that this team-based project with training interpersonal skills provides students with more communication opportunities. There are plenty of team meetings, in which students discuss a variety of algorithm development, software design and system integration aspects of this project. Students realize that this student-centered, research-featured, team-interactive and instructor-facilitated learning atmosphere is remarkably helpful for engineering leaning experience of student research. Students recognize that this multi-stage project encourages their full involvement to conduct
students with deadlines allowing for development ofstudent project and time management skills. Peer and self evaluations were due at the end of thesemester providing students with the opportunity to assess how they perceived each groupmember performed throughout the course. Group evaluations focused on teamwork and groupcommunication during the semester.Project updates were given by student teams bimonthly, totaling six updates, throughout thesemester allowing students the opportunity to develop their oral skills. Project updates were fiveminute presentations covering the team’s progress and the next tasks the teams would addressregarding the proposed upgrades to the WWTP. Project updates were given to faculty membersin a conference room setting
DiscussionSignificant differences were found in male and female engineering students’ indicated out-of-school interests or experiences during grades 9-12 of high school (Table 2). More male studentsreported tinkering with mechanical or electrical devices, reading or watching science fiction,playing computer/video games, and writing computer programs or designing web pages. Morefemale students reported interacting with the natural world and participating in sciencegroups/clubs/camps. There were no significant differences by gender in engaging withchemistry, taking care of animals, participating in science/math competitions, reading orwatching non-fiction science, and talking with friends or family about science. Many math andscience competitions or programs