oftenlacking in many engineering courses, using traditional teaching approaches. Furthermore, thedesign experience motivates student learning and develops skills required in industry.The development and implementation of a project solar energy harvesting in our senior projectdesign course is described here. The project is used to allow students to apply fundamentalengineering concepts as well as principles of engineering design. The societal impact of theproject, Solar Energy Scavenging, also makes students more aware of what engineering can do toaddress current energy issues worldwide. Presently we are modifying the content of the projectto address the main concern that many students expressed in their reflection papers, i.e. the levelof complexity
and do not necessarily reflect the viewsof the National Science Foundation. The authors would also like to thank Shuwen Tang,Cindy Walker, Todd Johnson, Tina Current, Sharon Kaempfer, and Jennie Klumpp (all atUWM) for their assistance with this project.Bibliography1.National Science Board. 2003. The Science and Engineering Workforce: Realizing America’s Potential.Publication NSB 03-69. (www.nsf.gov/nsb/documents/2003/nsb0369/nsb0369.pdf)2. Augustine, N. “Rising Above the Gathering Storm: Energizing and Employing America for a BrighterEconomic Future”, Committee on Science, Engineering, and Public Policy (COSEPUP), 2007.3. Good, J., Halpin, G., and Halpin, G. “A Promising Prospect for Minority Retention: StudentsBecoming Peer Mentors”, J
) Max. Temp. (40 g)Temp. Cellulose Temp. Lignin Direct Combustor Direct Combustor 2286 K 1837 K 673 K 691 KAs expected, the experimentally-measured temperatures were significantly lower than thecalculated theoretical adiabatic flame temperatures as a result of the assumptions described inEquation 5, derived from Equation 4 above. Moreover, the overall initial fuel mass had littleimpact on the maximum measured temperature. So, the deviation in measured temperaturesbetween 30 g and 40 g in the direct combustor likely reflects the inaccuracy of the experimentalflame temperature interrogation technique. 40 35 Direct Combustion 40 g 30
Activities Conference.Finally, a Course Exit Survey was given in the end of each semester to collect student’s assessmenton their learning and course itself. All of the assessments indicated that students learningexperience was great, including positive reflections of their experience in traveling to Washington,DC, as part of the project team, to participate in the US EPA-sponsored expo.5. Discussion, Conclusions, RecommendationsIt was found that the energy yield upon torrefaction was more than 90% of untorrified energycontent and loss in mass per pellet was less than 2%. The overall conversion efficiency from wet-weight biomass material to ultimate pellet would be subject to further refinement, but it appearedthat dry weight could directly
mean rating for each question is measured on thehorizontal axis, while the amplitude of the normal distribution is represented on the vertical axis.The students were given a survey composed of sixteen questions to evaluate the success of thecourse. The survey is given to the students the last week of the semester during class. Theprofessor is required to leave the classroom while the students fill out the survey. Since some ofthe questions are reflective in nature, in the following years the authors will seriously considermodifying the survey methodology to include two surveys: one at the beginning of the class andone later. One of the major difficulties with this approach is to quantify and measure items like“knowledge of the area of
further research and analysis within and across GlobalInstructional Objectives to understand the relative importance of topics and how to measurequality. It is also important to study how this may vary across academic disciplines.There are limitations to focusing on business plans as the basis for such analysis. First, is theextent to which a business plan is truly an experiential learning activity versus a traditionalacademic assignment. In the literature, experiential learning has a precise definition and itsmajor characteristics have been well agreed upon (Kolb & Fry, 1975; Kolb, 1984). When donecorrectly, it consists of 4 phases: 1) providing an action for students to experience, 2) havingstudents reflect on the action and experience, 3
teams do not actively use systems engineering processes, butinstead write their paper to match the rubric after the design and build of their lunabot. Suchbehavior completely misses the point of the paper as a required element of the competition. Infact, one student mentioned that she was responsible for writing the paper, and upon completion Page 23.203.12she realized that the systems engineering processes could have helped the team design a betterlunabot. Even worse, some teams completely ignore the rubric and submit a paper reflecting partof their course requirements or a paper written at the last minute.Table 8 shows the distribution of
information; exposureexperiences allow students to apply and contextualize knowledge; and longer experiences likecourses and programs give students time to reflect on their progress and provide moreopportunities for them to control their learning.Bloom’s taxonomy provides another way to demonstrate the affordances of the differentapproaches to policy learning. In this taxonomy there are four types of knowledge viz. factualknowledge, conceptual knowledge, procedural knowledge and metacognitive knowledge19.Programs and certificates can cover all these forms of knowledge where talks and seminars mayonly cover one domain such as factual knowledge. The same can be said for the levels ofintellectual behavior outlined in the cognitive domain of Bloom’s
. 107-22, 2006.[3] G. M. Warnick, P. P. Magleby and B. E. Nelson, "Developing a Pervasive, College-wide Approach to Integrating Achievement of Global Competence into the Curriculum," American Society for Engineering Education AC 2012-4834, San Antonio, TX, 2012.[4] S. Klein-Gardner and A. Walker, "Defining Global Competence for Engineering Students," American Society for Engineering Education AC 2011-1072, VanCouver, BC, CA, 2011.[5] I. T. B. Clarke, N. D. Wright and R. M. McMillen, "Student Intercultural Proficiency from Study Abroad Programs," Jornal of Marketing Edcuation, vol. 31, no. 2, pp. 173-81, 2009.[6] T. Williams, "The Reflective Method of Intercultural Competency: A Multidimensional, Qualitative Approach
Gardner promotes what is known aseducation for understanding. Further, one should make sure that the assessment and evaluationis completely holistic (Gardner, 1993). This ensures that student success outcomes are exactlydetermined and is measured accurately (Armstrong, 1994). Many scholars have alsorecommended and supported a value-added concept of education by doing assessments before,during, and after a course (Barr & Tagg, 1995). In his book Learning Paradigm College JohnTagg identifies essential features for generating such a paradigm and provides a flexible guideand a blueprint for implementing specific changes (Tagg 2003). It is important that the aims and objectives of discovery approach are reflected in everyaspect of the
their favorite aspect of thescience course. The classroom teacher believed that concepts learned in soil mechanics weremore memorable to the students than those encountered in a traditional class. Finally, we believethat the opportunity for elementary school students to interact closely with goal-oriented rolemodels, who are studying engineering, will help them to develop academic goals for themselves.5. Reflections, Sustainability, and Conclusions The observations on student engagement from the Fellow and classroom teacher arelargely positive for both science and math lessons. The students were reported to be eager toparticipate in the lesson and actively encourage other classmates to join. They attentively listenedto the lesson
, or recommendation presented are thoseof the authors and do not necessarily reflect the views of the National Science Foundation.References[1] Sadler, T. D. (2009). Situated learning in science education: Socio-scientific issues as contexts for practice. Studies in Science Education, 45(1), 1-42.[2] Wenger, E. (1998). Communities of practice: learning, meaning, and identity, Cambridge, MA: Cambridge University Press.[3] Wenger, E., White, N., Smith, J., & Rowe, K. (2005). Technology for communities. Retrieved from http://technologyforcommunities.com/[4] Yalvac, B., Ehlig-Economides, C., Brooks, L. A., & Smith, D., (2009, July). An international, interdisciplinary, and dynamic approach to teaching energy utilization and
relevant evaluation forms will be provided. Attire: Business casual.This assignment was designed to encourage the students to appreciate the minerals-materialslinkage, and to go beyond factual information to conceptual understanding and problem-solving.It was to challenge the students to reflect on and think broadly about their work as scientists andengineers. We wanted them to be aware of and appreciate the wider context and the policyimplications of their science and engineering activities. It was also to nudge them towardsviewing themselves as active participants in addressing Africa's science and technologychallenges.In tackling this assignment one of the major obstacles encountered by the students was the greatpressure related to the
Mathematics courses. A study of textbooks and modelling processes of high-school senior students. En Mathematical applications and modelling in the teaching and learning of mathematics. Proceeding from Topic Study Group 21 at ICME-11 en Monterrey, Mexico.Universidad de Roskilde. Dinamarca. 2009. 10. Rodríguez, R. (2010). Aprendizaje y Enseñanza de la Modelación: el caso de las ecuaciones diferenciales. Revista Latinoamericana de Matemática Educativa, 13 (4-I): 191-210. México. Disponible en: http://www.clame.org.mx/relime.htm Page 21.33.1411. Arslan, S., Chaachoua, H. y Laborde, C. (2004). Reflections on the
solution customized forthat city. The urban areas selected reflect the geographically diverse nature of the teams:Ahmadabad (India), Seoul (Korea), Shanghai (China), Monterrey (Mexico), and Cincinnati(USA). Each team was responsible for its own team organization, project management, interimdeliverables and timeline, communications, and team-building activities. The Global JudgingTeam (comprising members from GM, University of Cincinnati, and University of Sao Paulo)defined the project deliverables. The judging criteria involved four areas: 1) market research, 2)design, 3) engineering, and 4) manufacturing.Our team was Team 2, composed of teams from Inha University-Engineering (South Korea),Monash University-Industrial Design (Australia
attempt to describe a pedagogical innovation anddemonstrate its impact on student learning. These studies include qualitative measurements ofimprovement such as student feedback in learning logs 1 and quantitative measurements such asperformance on examinations 2. The vast majority of researchers assess the impacts of newteaching methods primarily using correlational or comparative studies. They often gatherempirical data to understand if there is an improvement combined with qualitative feedback instudent reflections to understand why the intervention was successful or unsuccessful. Nearly allof these pedagogical studies aim to measure the improvement in learning resulting from anintervention. These studies essentially aim to perform a
expressed in this material are those of theauthors and do not necessarily reflect those of the National Science Foundation.8. References 1. Loughry, M., Ohland, M., and Moore, D. “Development of a theory-based assessment of team member effectiveness”, Educational and Psychological Measurement, 67, 505-524. 2. Mourtos, N. “Defining, teaching, and assessing lifelong learning skills”, Proceedings from the American Society for Engineering Education Annual Conference and Exposition, June 2003. 3. McMartin, F., McKenna, A., and Youssefi, K., “Scenario assignments as assessment tools for undergraduate engineering education”, IEEE Transactions on Education, 43(2), 2000, 111-119. 4. Sindelar, M., Shuman, L, Besterfield-Sacre
contract administration, marketing, resources management, and computer aided design (CAD) based work. It is noteworthy that many interviewees had not been fully aware of the differences in content or opportunities between ETAC and EAC accredited programs when making decisions about colleges. The information is limited, but common reasons for selecting ETAC (technology) rather than EAC (engineering) programs often reflected personal situations (i.e., location, cost, grades, etc.) rather than an understanding of the job Page 23.947.6 opportunities offered by these programs. In some states, a limitation
taskanalysis, work modelling, use-case modelling and process map, used in other domains such assoftware engineering design and healthcare [13]. The PAC workflow model is in line with theRational-Linear approach, which represents one of the strongest traditions in the curriculumdevelopment. In addition, the PAC workflow model reflects research on instructionaldevelopment models. A summary of the actions initiated at the PAC project according to the proposedmodel is featured below.6.1 Reference Situation The content of the curriculum should be determined by the referent situation; that isthe work situation in which students who are enrolled in the curriculum will apply theirknowledge, skills, and attitudes after graduation. There can be
engineering and literacy approach, design challenges are drawn from children’sliterature. Students and teachers read texts closely, analyze the plot for problems faced by thecharacters, design and test solutions to the problems, and then reflect in writing about theproblems and solutions. Although new engineering-and-literacy research studies are uncoveringa great deal about elementary teachers’ and students’ engagement with literature-basedengineering experiences, we have limited understanding of what pre-service teachers can knowand do related to engineering design, and what they need to be effective at bringing engineeringdesign to their future students. In order to design effective elementary teacher preparationapproaches in engineering, we need
agencies or entities from a business standpoint. However,these considerations are more reflective of dealing with the business climate rather thanreflective of the abilities of the RIT-CET graduate to perform the necessary work effectively.ConclusionsFrom the data collected from the supervisors/department heads of civil engineering firms thatemploy graduates of the Bachelor of Science in civil engineering technology degree at RochesterInstitute of Technology (RIT), the conclusions outlined below can be reached concerning theabilities and preparedness of these graduates for pursuing careers in civil engineering design. • RIT-CET graduates enter their first year of employment with adequate technical design and adequate communication skills
. Agree 6 c. Disagree 1 d. Strongly Disagree 0 3) The quality of design work reflected by the Capstone Design posters was equivalent to that of an entry-level engineer. a. Strongly Agree 3 b. Agree 7 c. Disagree 1 d. Strongly Disagree 0After hearing the formal oral presentation for the final team design for the capstone course,evaluations were collected from both industry representatives and other engineering faculty. Thequestions and responses collected from the summer of 2012 (11 total responses) are as follows: 1) Effectiveness of
to initiate administrative structures and processes, and support early efforts. Thepermanent Director hired had been a faculty member at the institution and the internal evaluatorfor the initiative. In her role as evaluator she had attended several AIC meetings and observedthe dynamics and process. Upon assuming the role of Director, she advocated for changes in theAIC with the goal of creating more input and ownership into institutional changes targeted by theADVANCE grant.The second year and the AICAdditional changes in the AIC’s operations grew out of the core team’s reflections on the firstyear of the grant and the feedback offered by the external evaluator after a campus visit near theend of year one. The external evaluator made two key
are identical. Survey statements about aninstructor-provided example racer, however, are different and aim to assess the actual usefulnessof the example racer (exemplar group) or the potential usefulness of an example racer (controlgroup).Students in each section of the class were asked to score their agreement or disagreement withthe twelve statements itemized in Table 1. In addition, they were asked to provide short answersto the questions included among some of the statements. Notice that eight of the twelvequestions are identical for the exemplar and control sections. Questions concerning the presenceof an example (questions 6, 8, 9, and 11) are slightly reworded to reflect the difference betweenexemplar and control sections.Students used
to tell.36Finally, the post-conference survey asked participants to provide a written response to the open-ended question, “As a result of the Public Works for Public Learning conference, whatopportunities/outcomes would you most like to see developed to advance this field of work?”Participants’ answers were diverse and reflected the conference’s broad professional audience.The most common response though was a request for increased dissemination via related projectpresentations at other professional conferences for engineering, public works, and informalscience education practitioners. In particular, these comments voiced a need for the continueddevelopment of interdisciplinary collaborations and for more information regarding
sensor, and 1 ultrasound sensor. Many additional sensors are also available from LEGO.The LEGO Mindstorm kit also includes an adequate supply of LEGO pieces. Additionally, anLED flashlight is purchased separately and included in the toolbox. The light sensors can beused in reflective mode with an internal LED source or in ambient mode, where a flashlight orother form of external lighting can be used to control the robot. The students are then required toinstall LabView and the NXT Robotics module on their laptops, both of which can bedownloaded from NI.com. More advanced projects can also be implemented with this 10platform. For example, we used these NXT kits in the Fall 2012 semester in an upper division
recommendations expressed in this paper are those of the authors and do notnecessary reflect the views of NSF.References1. Gabelnick, F., MacGregor, J., Matthews, R.S., and Smith, B.L. Learning Communities Creating Connections Among Students, Faculty, and Disciplines, Jossey-Bass, San Francisco, CA, 1980.2. Tsang, E., and Halderson, C. (2008). “Create Learning Communities to Enhance Success for Students with Diverse Academic Preparation Background,” Proceedings of Frontiers In Education Conference, October 22-25, 2008, Saratoga Springs, NY, Session S1D.3. Banta, T.W., and Kuh, G. (1998). “A Missing Link in Assessment: Collaboration Between Academic and Student Affairs Professionals,” Change, March/April, pp. 40-46.4. Stringer, J
science? Non-transfers 15 10 5 0 5 10 15 From the beginning High School - Freshman or Sophomore year High School - Junior or Senior year First year in Community College Second year in Community CollegeFigures 2 and 3 reflect student feedback on their understanding of the SAS program’srequirements and of the requirements for their major. Traditional students entering ourengineering programs are required to enrolling in an introduction to engineering course. Thiscourse is designed to help students explore engineering as a career choice. It also includes
opinions,findings, and conclusions or recommendations expressed in this material are those of the authorsand do not necessarily reflect the views of our donors.Bibliography 1. Jeffers, A.T., Safferman, A.G. & Safferman, S.I. (2004). Understanding K-12 engineering outreach programs. Journal of Professional Issues in Engineering Education and Practice, 130(4), 95-108. 2. Fadali, M. S., Robinson, M., and McNichols, K. (2000). Teaching engineering to K – 12 students using role playing games. Paper presented at the American Society for Engineering Education 2000 Annual Conference, St. Louis, MO. Washington, D.C.: American Society for Engineering Education. 3. Klein-Gardner, SS. (2012). K-Career Directions for Women. Paper
perceptions of knowledge and skills required for construction career success. International Journal of Construction Education and Research. 2013;9(1):19-38.16. Findley M, Smith S, Kress T, Petty G, Enoch K. Safety program elements in construction. Prof Saf. 2004;49(2):14-21.17. Ho DCP, Ahmed SM, Kwan JC, Ming FYW. Site safety management in hong kong. J Manage Eng. 2000;16(6):34-42.18. Cameron I, Hare B, Davies R. Fatal and major construction accidents: A comparison between scotland and the rest of great britain. Saf Sci. 2008;46(4):692-708.19. Pinto A, Nunes IL, Ribeiro RA. Occupational risk assessment in construction industry– Overview and reflection. Saf Sci. 2011;49(5):616-624.20. Roudsari BS, Ghodsi M. Occupational injuries in tehran. Injury