level students as they graduate. To supporttransitions between quarters or semesters, students maintain rigorous documentation of theirefforts, typically in the form of VIP notebooks or institution-approved electronic portfolios. VIPprograms also involve peer evaluations, reflecting the team-based nature of the course. GeorgiaTech has developed a web-based peer evaluation tailored to VIP, which will soon be piloted witha handful of consortium members.Cost EffectiveAlthough VIP projects are not limited by quarters or semesters, the VIP program is curricular,with all students participating for a letter grade. This differentiates VIP from paid researchexperiences, as students do not receive stipends or hourly wages. This makes the program cost
and flagged to generate a listing of internally consistent, discretecategories (open coding), followed by fractured and reassembled (axial coding) of categories bymaking connections between categories and subcategories to reflect emerging themes andpatterns. Categories were integrated to form grounded theory (selective coding), to clarifyconcepts and to allow for interview interpretations, conclusions and taxonomy development.Frequency distribution of the coded and categorized data were obtained using a computerizedqualitative analytical tool, Hyperrresearch® version 3.5.2. The intent of this intensive qualitativeanalysis was to identify patterns, make comparisons, and contrast one transcript of data withanother during our taxonomy and CPPI
correctly. Also, those who did not know the rules regardingfriction force could not predict correctly or changed their ideas to correct ones after engagingwith the PMT. These findings are aligned with prior studies that claimed that the PMT is not asufficient tool itself to improve physics content knowledge (Triona & Klahr, 2003; Zacharia, andOlympiou, 2011). Identifying false affordances that leads to misconceptions and perceptible affordances of PMT,can help to inform the design of visuo-haptics simulations that considers the learner as the centerof the design process. For instance, a perceptible affordance of the PMT we identified was thatthe sense of touch helps participants to explain and reflect about their reasoning of each scenario.We
curriculum.AcknowledgementsThis project is supported by the National Science Foundation through the ImprovingUndergraduate STEM Education (IUSE) program, Award No. DUE ########. Any opinions,findings, and recommendations expressed in this paper are those of the authors and do notnecessarily reflect the views of the National Science Foundation.REFERENCES President’s Council of Advisors on Science and Technology (PCAST) (2012). Engage to excel: Producing one million additional college graduates with degrees in science, technology, engineering, and mathematics. Retrieved from http://www.whitehouse.gov/sites/default/files/microsites/ostp/pcast-engage-to-excel-final_2-25- 12.pdf National Research Council and National Academy of Engineering (2012). Community
programdifferentiates it from clubs and extracurricular activities. Participation in VIP earns studentscredits toward their degree requirements, engaging students who might not otherwise have timefor extracurricular activities. The grading aspect holds students accountable for theirperformance, with letter grades maintaining a higher level of engagement than do pass/failgrades. In support of the grading and evaluation, VIP programs require students to maintainrigorous documentation of their efforts, typically in the form of VIP notebooks or institution-approved electronic portfolios. VIP programs also involve peer evaluations, reflecting the team-based nature of the course. Georgia Tech has developed a web-based peer evaluation tailored toVIP, which will soon
02-03 07-08 12-13Figure 1. TAMUS URM STEM Enrollment from Fall 1992-2016. Data taken from NSF WebAMP survey.As with the URM STEM enrollment data, the URM STEM BS degree data in Figure 2 are alsocyclic as a reflection of the student pool of eligible majors. With few exceptions, growth hascontinued as enrollment has continued to increase. The degree data appear to have more dipssince the time to degree completion varies according to how quickly the students move throughtheir degree plans. Some students may postpone their studies for a year or two and then return tocomplete their degrees once they experience the benefit of a degree in the workforce. TAMUS URM STEM Bachelor Degrees 1,400 1,200 1,000
research accommodation and support from allthe organizations involved. Students from the author’s Engineering Geology, Rock Mechanics,Soil Mechanics I and II, Soil Engineering, Foundation Engineering classes, in particular James,Hannah, Bradley, Jaden, Jacob and Sung are all gratefully appreciated for providing their coursefeedback on a memorable learning, discussions and invaluable teaching experience. The findings,opinions expressed in this article does not reflect any organization’s endorsement. It purelycomes from the author’s motivation to better help teach and learn soil mechanics and engineeringwith intuition, insight, personal observations and experience, some remote and maybe evenremotely wild connections and/or cognitive
can be processed inonly one of two ways (addition and subtraction) at the most fundamental level, regardless ofthe device that processes it, be it electronic or biological. If so, we can infer that no matterhow a computing device processes information structurally, the duality in basic computationwill most likely manifest itself at higher-level device-dependent processes as well. Anotherreason for similarities may be that the design and use of electronic computing devices areimposed by biological computing agents that control them. As a result, the mind’s use ofelectronic computing devices should reflect how it does its own computing. This may be whymodeling is common to both electronic and biological computing because the thinkingprocess
Plan Review and Annual Business Forum Committees. In addition, she has served on the Charlottesville Business Innovation Council and as a founding Director for the Business Growth Network. She also served on the board of the Division of Professional Affairs Advisory Council for the American Association of Petroleum Geologists. Known for her candor and high ethical standards, positive energy and astute people skills, she has become a valued resource for business incubator programs throughout Virginia and her success as a business consultant is reflected in the successful outcomes of her clients. c American Society for Engineering Education, 2017 The Social Mechanisms of Supporting
graduates interviewed as part of thelarger study.Case 1: MarthaThe case of Martha (civil engineering) illustrates a seamless university-to-work transition. Althoughher transition experience was not necessarily typical of the selected graduates, her case reflects onepole along a wide spectrum of experiences. She represents high achieving students with a plethoraof opportunities derived partly from their native abilities and partly from social connections. Marthawas well-prepared for her transition, having started her job search in the summer before graduating.She compiled a list of 25 companies aligned with her interests, and submitted 15 applications thatresulted in ten interviews and eight job offers. But the offer she ultimately accepted was not
make sure that my next quarter goes a lot better. The biggest thing is learning from your mistakes. I did that a lot, a lot of reflecting and seeing how I can improve as a student and how to improve as a male in general and making the best out of the situation. I made sure I was active here [in college] in organizations and stuff and that kind of helped me a lot with my major and I just didn’t want to have my experience here be that I really just was here just for classes and not much else. I think a lot of times students come in and get tied up in school and the time goes by so fast then you don’t really have much else to look on besides the work in the classroom and not saying there’s nothing
active learning interventions and the prevalence of flipped classrooms have increasedin recent years (Koretsky et al. 2015). While still not universally accepted, some studies suggestthat both active learning interventions and flipped class approaches can increase student learningand performance (Freeman et al. 2014; O’Flaherty and Phillips 2015). Active learninginterventions can be generally defined as any instructional method that engages students in thelearning process (Prince 2004). Several core elements of active learning include student activity,student participation in the learning process, student reflection on ideas presented in the coursecurriculum, and regular assessment by students concerning their degree of understanding andhandling
andStarbucks applications. Most of the interviewees touted the efficiency of these mobile paymentapplications, as well as the targeting of deals and customer rewards as attractive features, butwhen asked why they do not use these applications their answers ranged from inconvenience,uncertainty regarding the benefits of the payment platform, and mistrust of the platformregarding privacy of their personal information. It is noteworthy, that the privacy of personalinformation is a factor that encourages adoption in the NFC platform, but discourages adoptionof online mobile payment platforms. This is reflected in Figure 5 which shows that adopters ofNFC payment and cash payments are more sensitive towards disclosure of PII with a scoresignificantly above
provided a way to reflect and improve the program. Ourwork developed similar conclusions. In a survey done to characterize programs collaborating withindustry partners across the country, it was noted that in most cases these collaborations lead tosuccess, but warrant further discussion and investigation 3 . Industry-academia collaborations alsofind a place in accreditation guidelines which makes it even more attractive to both academic andindustry partners 4 . Similar observations and experiences have been discussed in additional priorwork as well 5,6,7,8 , echoing many of the conclusions reached in our present work.Many of the academia-industry collaborations revolve around the senior design or capstoneproject experience, where an industry
whenplaced within the context that considers the professor’s specific objectives, the complexity ofthe subject matter, the physical setting of the classroom, and the capabilities of the learners.The challenge is to choose a suitable method at the appropriate time. Understanding the prosand cons of the lecture method is a helpful starting point.Lectures have a number of characteristics that does make them, for the right subject matter,desirable in the classroom (14) .It does, to a great extent, depend on the abilities andexperience of the lecturer. An able and committed lecturer can accomplish the following: 1. Relate the material proficiently and effectively, in a manner that reflects lecturer’s personal conviction and grasp of the subject
verification, andengaging with customers. Initially, Zach was excited about generating ideas, and he enjoyedbeing part of the entire product design process. Then the company displaced manufacturing toChina, and Zach had to tackle non-engineering related issues. Zach began to reflect on his workand subsequently determined he should either seek a new position or enroll in graduate school.Zach realized most of his time was spent working with CAD software for tasks that did notrequire an engineering degree. He felt the medical device company’s other divisions(orthopedics) were doing more important work. Zach considered leaving the medical devicecompany when his wife relocated for a medical residency position. At that point, he had twooptions: find a test
the use of documentationin industry and education: How might we foster the use of documentation in engineering projects that encourages iteration and reflection but does not take away from the quality of the project itself?StatusArtifacts that disseminate status inform the audience about the state of an activity. When theseartifacts are successful, they enable the author to report the progress of a project accurately andhonestly. Most successful status documents seen across sites are living documents that fosterdiscussion and many of these artifacts were adaptations of existing artifacts, most originatingexternal to the companies. They were originally adopted to fill a need and were updated andoptimized over time to fit their
-12 educationresearch, neither McDermott nor Kohn have been cited in the Journal of Engineering Education.So engineering education seemingly missed the conversation and the opportunity to reflect onthe value of competition in its pedagogy and culture. Thus exploring the element of engineeringculture as competitive is more challenging to do in a historical review. Competition is somethingmany in engineering education would acknowledge, in many meanings of the word, yet fewwould feel the need to question, problematize, or even document it. Indeed, it seems few have: Ihave not found incisive historical ethnographic accounts of the development of competition orcompetitiveness in educational or professional settings to the same extent as other
higher education. Although Texas is improving at increasing college completions for students from groups that traditionally have not earned certificates or degrees in large numbers, the state has not improved quickly or broadly enough to keep up with the changes in demographics. Completions in Higher education must reflect the population as a whole. (THECB, 2015)The report continues to state that: While continuing to pursue increased knowledge and higher standards of excellence in teaching, research and innovation, two- and four-year colleges in Texas will need to consider more explicitly the primary reason most students attend college: to get a better job and achieve a better life
, misunderstandings were common because of differences in their disciplinary languages,tools, physical models, and skill sets, and also in terms of mental models of other disciplines andstereotyping. Reflecting on this experience, we have been able to develop procedures and toolsthat have reduced some of the uncertainty and friction. One example of a tool is a semantic webtool to help team members to get informed about each other’s roles and disciplines (Donate et al.2015).Current Course Offering:Thirty three engineering students from computer engineering, computer science, and electricalengineering enrolled in this elective course on app development. They were recruited with clearindication that they will be working with students from nursing and arts, and
, including high ceilingswith hard, reflective floors creating a flutter echo, a long hallway or stairwell that producesreverberations with a gradual decay, and finally an anechoic sound recording booth.Following the walk, students return to the main classroom and attempt to recreate the differentenvironments they explored using a multi-tap delay effect built into AudioWorks. Three othereffects in AudioWorks are also briefly introduced: harmonic distortion, low and high-pass filters,and amplitude modulation. For this activity, students are encouraged to bring their own electricinstruments and use the iPad running AudioWorks as an effects processor, which provides aunique opportunity to visually relate the sound of various effects to how they modify
the necessary runtime information for a givencomponent (such as I2C bus, resistor pull-up/pull-down configuration, pin number, etc.) isincluded. A major design goal for this system was configurability, along with reusability. Allnetworking information is present in the XML document as well, so should any networkingparameters change, those changes can be reflected in the XML document and no changes need tobe made to the software itself. Therefore, this system facilitates the development of innovativeand creative tasks in the future without any barriers.Robot Positioning SystemIn addition to the core software and hardware that allows students operate and test on thecourses, there is also the Robot Positioning System (RPS). The RPS is a system
, Hansen L. Psychological sense of community & Belonging in Engineering Education. 2008 38th Annu Front Educ Conf. 2008:21-24.27. Oyserman D, Destin M. Identity-Based motivation: Implications for intervention. Couns Psychol. 2010;38(7):1001-1043.28. Boone H, Kirn A. First Generation Students Identification with and Feelings of Belongingness in Engineering. In: 2016 ASEE Annual Conference & Exposition. New Orleans, LA; 2016:1-27.29. Smith JA, Flowers P, Larkin M. Interpretative Phenomenological Analysis: Theory, Method and Research. Los Angeles: SAGE; 2009.30. Walther J, Sochacka N, Kellam N. Quality in Interpretive Engineering Education Research: Reflections on an Example Study. J Eng Educ. 2013;102(4
berevised thereafter to reflect any changes incorporated in the new solicitation. Please read andreview the rules, regulations, and stipulations in the applicable solicitation for the date of yourproposal submission. Read it early and revisit it often for improved chances of success with yourgrant proposal development and submission. 1. What is the maximum amount of funding that can be requested in the “Small Grants for Institutions New to ATE” category? a. $2,000 b. $2,000,000 c. $200,000 d. $20,000 2. First-time applicants to NSF-ATE are encouraged to consider which type of ATE funding? a. Planning grant b. Small Grants for Institutions New to the ATE Program c. Regional