better.Story as a Way to Understand Meaning Stories etch grooves deep enough for people to follow in the same way that water follows certain paths down a mountainside. And every time fresh actors tread the path of the story, the groove runs deeper. [1]For decades, researchers have realized that the stories we tell are important artifacts of what wevalue and how we find meaning. Schrank’s study of artificial intelligence included a deep diveinto how the stories we tell relate to human memory and understanding [2]. Further, he notes thatboth the act of telling a story and the process of listening to someone else’s story shape thememories we have of our experiences. Pennebaker’s extensive work with guided writing, atechnique where
school students to improve the effectiveness of K-12 STEM education.The review results in [10] state that social robots can be used in education as tutors or peer learners.The social robots have been proven effective at improving cognitive and affective outcomes. Theiroutcomes were found similar to those of human tutoring on some restricted tasks. This may happenbecause of their embodiment, physical presence, which traditional teaching/learning technologiescannot provide. In [11], a review study was conducted on the use of robots in education especiallyfor the young children. In [12], a systematic survey was conducted to explore the educationalpotential of robotics in schools. In [13], the authors explored the application of robotics in
professionalsettings.The beauty of working with the football team is the critical nature of peer leadership on thesquad, so instrumental to success. Since the team wins or loses each week, there are immediateresults to assess performance. With a different opponent each week, there is always a need tomake new adjustments, and for captains to play a role in preparing the position players toperform well. In addition, there were ten first-year engineers on the football team, part of thenew crop of ‘rookies’. This enabled us to also examine their experience with the KGI/MBTItraining model in our seminar, and see how it might begin to connect to their involvement withthe team.So our study looks at two different populations of engineers, highlighted by our three upper
the development of empathy for the community, as is (again) adopting a mindset thatde-emphasizes one’s prior knowledge in order to develop an unbiased view and holisticunderstanding of a community’s true needs.4.3 CommunicationEffective communication skills are an essential component of utilizing empathic designtechniques to understand users’ needs, within or outside of service-learning contexts. Walther,Miller, and Kellam8 developed a series of four modules for cultivating empathic communicationskills among engineering students. These modules included (a) a direct focus on improvingspecific communication skills such as talking, listening, and observing, (b) role-playingactivities, (c) reflective writing exercises, and (d) “rich picture
create effective problem statements, and design, build, test, and analyze a prototype product that addresses realistic constraints and system requirements, while using basic project management techniques. 2. Students will use appropriate tools and software to collect and analyze data, to describe and predict the behavior of designs, and to justify design decisions based on appropriate models. 3. Students will apply basic teaming principles and team effectiveness practices, such as peer evaluation and role assignment, while working with their team. 4. Students will write a project report and give an oral/multimedia presentation following technical communication guidelines which include formatting
given dataand engineering and math alone vs. also factoring in related bodies of knowledge andassumptions.We are not suggesting here that faculty have to re-write all the problem statements they assign intheir ES classes. These interventions can be made gradually—first, for example, by assigningextra-credit opportunities for those students re-writing problems, then by allowing problemrewriting sessions (with a TA) every other week, then incorporating them in exams. It is clearthat initially, integrating SJ may provoke discomfort and seem outside any given instructor’s areaof expertise; however, with time and gradual integration, along with examples of suchintegration like those below, instructors should notice greater comfort and, more
to develop a critique of the epistemologicaland axiological assumptions and privileges of educators, scholars and studentswho engage with communities that exist on the margins. I argue that asstudents, teachers, and researchers, we equate the minds of those who occupyeconomic and social margins with the possession of marginal intellect whenwe set out to help or aid them without recognizing the validity of andvalorizing their ways of knowing. Learning how members of socially andeconomically marginalized communities apply their minds, mouths, handsand feet to solve locally occurring problems may help us interrogate ourscholarly, pedagogical, and ethical objectives in a more reflexive manner. Drawing on ethnographic research and writing
, engineeringlearning through out-of-school experiences prepare more African American boys and men tosucceed and have a positive impact in our society both nationally and internationally.During precollege years, Black boys participate in similar activities to other children; however,they face additional challenges. Much of the research on precollege informal learningexperiences focuses on mathematics and science exploration. [3-5]Research also reveals thatAfrican American male children have to contend with their multiple competing identities, withrespect to participating in science, technology, engineering, mathematics (STEM) relatedactivities, and their status among peers in their community. There are examples ofmathematically gifted African American boys who
acombination of the two. These pioneers helped individuals succeed in a variety of activities,mostly some combination of research and teaching work.Intellectual support, research work: By intellectual support, we mean support taking the form ofguidance on relevant content, pedagogy, or research techniques. For example, Sheri Sheppardspoke about her work in “facilitating people getting up to speed in this,” and “helping peoplelearn to do the work at high quality.” She gave the example of mentoring a fellow engineeringprofessor “on how you do this other kind of writing. And how do you make arguments now on adifferent kind of data than she’s ever been used to working with.” In other words, Sheppard hasleveraged her own experience and knowledge of doing
comparison of the InterdisciplinaryExperimental Engineering Project Course to a capstone course is offered in this paper.I. IntroductionMost engineering and technology programs require their undergraduate students to take a seniordesign/capstone course to complete the degree. Most capstone courses are yearlong or a semesterlong, are specific to the student’s major, and are designed to demonstrate, in some way, thestudent’s knowledge of the discipline. To fulfill the requirements of a capstone course, thestudent accomplishes a field-specific project by herself/himself and is required to prepare apaper, a presentation, and/or poster to present the project before a group of peers. In some cases,industrial advisory board members are invited to the
engineering projects course at theUniversity of Colorado at Boulder, Knight et al. found that students who took the coursedemonstrated increased retention when compared with their peers who did not take the course [3].When Knight et al. discussed possible explanations for this increased retention, they attributed itto “the impact of active hands-on pedagogy, creation of student learning communities, an earlyexperience on the human side of engineering, self-directed acquisition of knowledge by students,instructor mentoring, and the success orientation of the course” [3]. It has been shown that ifstudents have a strong, positive conviction about their knowledge in engineering, then they aremore likely to succeed academically in the specific subject, as
the University of Nebraska. She received her Ph.D. in Environmental Engineering from the University of Virginia and her research focuses on the fate and transport of biologically-active organic contaminants in agricultural systems and water reuse in agriculture. She is a faculty fellow of the Daugherty Water for Food Global Institute at the University of Nebraska and maintains a courtesy appointment in the Department of Environmental, Occupational and Agricultural Health at the University of Nebraska Medical Center. She has published over 95 peer-reviewed journal papers and book chapters, was awarded an NSF CAREER award in 2012, and in 2015 was a member of a team receiving the Grand Prize for University Research
ScienceFestivals20 held in different locations, bring together more than 1,000 middle school girls, parentsand teachers. Page 13.896.9Education Unlimited21 offers a variety of summer programs for students in grades 4-12. TheirA+ Summer Programs22 held at Stanford University builds proficiency in logic, critical thinkingand writing skills, dividing students into two sessions: a 12 day camp for 11th and 12th graders23,and a 9 day camp for 9th and 10th graders24, which focus on critical thinking skills in academicactivities: college level writing, research skills, logical thinking/argumentation, study skills, timemanagement, course/major selection, note taking
, critical thinkingand writing skills, dividing students into two sessions: a 12 day camp for 11th and 12th graders23,and a 9 day camp for 9th and 10th graders24, which focus on critical thinking skills in academicactivities: college level writing, research skills, logical thinking/argumentation, study skills, timemanagement, course/major selection, note taking, critical reading, and presentations. EducationalUnlimited21 and Sally Ride Science Camps25 sponsor a camp for girls for girls entering 6th to 9thgrades, are overnight 10-day camps held on college campuses designed to interest girls inscience, technology and engineering using the Sally Ride Science Curriculum. Entering 11th and12th graders can earn college credit and be introduced to the
engineers to reason through moral is- sues, and explores the effectiveness of using a pedagogical framework of scaffolded, integrated, reflexive analysis to deliver the material. He was the 2012-2013 Engineering Education Graduate Student Asso- ciation President, the Director of Technology and Events for Engineers for a Sustainable World (ESW) during 2012-2013, and will be the Education Director for ESW during 2013-2014. He is an acting assis- tant editor for Engineering Studies editor the J-PEER. Page 23.645.1 c American Society for Engineering Education, 2013 Global
using theframework, and the results of the coding from that iteration were compared and discussed. Tofacilitate the content analysis of the standards documents, a detailed coding protocol for eachiteration of the Framework was developed. This coding protocol was designed to guide theresearch team and to ensure the validity and reliability of the review process. The iterations ofthe framework were also evaluated through peer and expert review at key times within the designresearch cycles. These research cycles will be described in detail in each of the correspondingsections below.Presentation of the FrameworkWe begin by presenting the Framework for Quality K-12 Engineering Education in its final form.The Framework has 12 key indicators that
in highperformance workplaces need. These were (1) Basic skills in reading writing, arithmeticand mathematics, speaking and listening. (2) Thinking skills – the ability to learn, toreason, to think creatively, to make decisions, and to solve problems. (3) Personalqualities - individual responsibility, self-esteem and self-management, sociability andintegrity. The committee argued that each subject of the school curriculum couldcontribute to the development of these competencies and presented matrices todemonstrate their point at any level K - 12. The problem with that approach is that thesubjects of the curriculum may lose their integrity. If they don’t the students may not beat a sufficient level of development (in Piagetian/Perry terms) to
department, who then assigns the student’s final overallcourse grade based on this information and other factors, such as peer review data and varioussmaller, department-specific assignments that may be associated with each individual course.Current Year’s Interdepartmental Projects Table 2 below lists the Senior Design projects this year that involve students (and facultycoordination/advising) contributed by multiple engineering departments at our College, out ofthe set: Civil and Environmental Engineering (CEE), Electrical and Computer Engineering(ECE), Mechanical Engineering (ME), and Industrial and Manufacturing Engineering (ME); theengineering departments that are currently involved in each project are indicated with an ‘X.’ The
for all the BSET majors. The course focuses on planning, development, andimplementation of an engineering design project, which includes formal report writing, projectdocumentation, group presentations, and project demonstrations. The goal of these courses is todemonstrate the ability to manage a major project involving the design and implementation ofproducts with a mixture of electrical and mechanical elements as a member of a productinnovation and/or development team. In these project-based courses, the students are expected toeffectively manage their time and team efforts to produce a working prototype of a product inthree ten-week quarters. Progress and formal reports, and oral presentations constitute integralcomponents of this course
in the Department of Civil Engineering at the University of Texas at Tyler. Prior to joining academia, he worked for nearly five years as a project manager and structural analyst for Electric Boar Corporation. Dr. McGin- nis’ research interests include nondestructive evaluation of structures, response of structures to extreme events such as fire and earthquake, and improving undergraduate engineering education. He has published numerous articles concerning the application of digital image correlation, a non-contact photographic method of determining deformations, to study the behavior of unique structures under various loadings. In teaching and mentoring areas, Dr. McGinnis has been recognized by his peers as the
to the nature of qualitativeresearch. For the focus group data analysis, inter-rater reliability was established, but only oneresearcher examined the interviewer data, using peer de-briefing as the only method to decreaseresearch bias. Finally, the data was collected over several months. Thus it is possible for astudent‟s perceptions to have changed over that time. The choice of a semi-structured interviewas the second data collection method was made in attempts to mitigate this limitation bycapturing any changes in perceptions. By recognizing the existence of these limitations andattempting to mitigate them throughout the research design, the results of this study still providean important contribution to the examination of students
Simulation Wheatstone Bridge Circuit Derive output voltage expression of the op Linearize the circuit to meet deisign amp-based Wheatsone bridge circuit with specification. Use Matlab as a design tool to respect to the thermistor and resistor network. assist in achieving the design goals. Analyze Write Matlab script to simulate the op amp circuit linearity of the design. Build the circuit. output voltage as s function of temperature. Week 3 – Voltage Comparing and Alarm Week 4 – System Integration and Design Circuits Design Characterization Design comparing circuit to cmpare voltage
, evaluating hypotheses, and revoicing ideasamong team members.14Because facilitation is a time-intensive process it can easily become a constraint in the properimplementation of PBL.15 Researchers are examining the most effective ways to trainfacilitators16 and are even examining alternative ways to provide facilitation, such as web-basedsystems, designed to support student learning in many of the same ways a PBL facilitator wouldincluding question prompts, peer review, expert modeling, and self-reflection.17 Such systemsare not yet easy to create. Moreover, because little is known about the motivation effects offacilitators, researchers cannot yet predict how these web-based systems would affect studentengagement in learning.Although the words and
groups and group size, initial organization, and ongoing management) 4.3. Assessment 4.3.1. Criteria (e.g., to judge the quality of student products, processes, or performances relative to the learning outcomes and activities) Page 15.267.15 4.3.2. Methods and materials (e.g., rubrics for oral/written reflection methods, peer/team self-evaluation, assignments, lab reports, and standard quizzes embedded in the learning activities)4.4. Resources 4.4.1. Budget (e.g., recurring and non-recurring expenses) 4.4.2. Equipment and tools 4.4.3. Materials and supplies (e.g., reusable and
highsatisfaction with the instructions and MACILE in general, they were still able to find areas forpossible improvements. In robotics, for example, the students showed high satisfaction with theclass, but at the same time, about 50% of them suggested more homework, projects, and morecontent as ways to improve the class. Another example deals with student selection. Moststudents find MACILE excellent as a program, but some suggest that the admission processneeds improvement. They suggest that only “students that want to learn” be admitted, indicatingthat they notice the behavior of their peers. Page 22.108.8In summary, the results are still tentative, but
required the team to ad-dress a particular decision situation, develop a model for solving their identified problem, applythe model to the specific case, and write a memo to a “client” that detailed the team’s results andrecommended decision for the case. The group parts were assigned on a Thursday and due inclass the following Tuesday. Students worked in the same three person group for all three E-MEAs which were a required part of the student’s course grade. These were graded by the in-structor. The comparison group was only assigned traditional homework assignments and somein class group problems (text book style) related to the course concepts.Grading rubrics were developed for each to ensure consistency and to verify that students metthe key
was on how the employee handles what they DON'T already know. That's more important than the shopping list of today's hot techniques. • Remember that specific tools come and go. Good engineers need a strong foundation in basic science, math/stat, communications/writing and engineering fundamentals. From this basis, specific techniques are applications of the fundamental knowledge. • Innovation, collaboration • It would have been helpful to have the option to select more items from the list. Selecting two or three topics is not an indication of what I want to see as essential topics. • Important Sectors: Biomedical, Automotive, Aviation, Electronics, Energy, Space • Essential Study Topics
, which begins with knowing your users’ behaviors and aspirations. As a result, librariansare increasingly adopting methods for learning about and understanding our users. A growingnumber of libraries are undertaking projects to study users’ behaviors by leveraging qualitativemethodologies, ethnographic strategies, and participatory design processes such as thosedescribed in the University of Rochester Libraries’ studies of researchers and students. Theirwork to understand faculty’s research practices and behaviors 1 and “what students really dowhen they write their research papers” 2 have inspired many other libraries to employ ananthropological approach to learning more about library users. Some of these projects arenoteworthy for their size
has become more explicitin recent years, the preamble to the National Society of Professional Engineers’ (NSPE) [14]code of ethics has stated for decades, “The services provided by engineers require honesty,impartiality, fairness, and equity, and must be dedicated to the protection of the public health, 1safety, and welfare” (emphasis added). Likewise, ASCE has recently integrated a specific focuson equity with/for peers into their code of ethics [15]. Non-discrimination and anti-discrimination (each of which are ostensibly DEI-related) were recently introduced into the IEEEcode of ethics [16] and NSPE code of ethics [17], respectively. These
, other practical constraints) 4. Develop list of options (be imaginative; try to avoid “yes/no” dilemma; focus on who to go to, what to say) 5. Test options, using the following: • Harm: Does this option do less harm than any alternative? • Publicity: Would I want my choice of this option published in the newspaper? • Defensibility: Could I defend my choice of this option before a Congressional committee or committee of my peers? • Reversibility: Would I still think the choice of this option good if I were one of those adversely affected by it? • Colleague: What do my colleagues say when I describe my problem and suggest this? • Professional: What might my profession’s governing