prevents a lengthy divergence into these the arena of arts based researchand design thinking, we briefly define them next. Class assignments were developed within adesign thinking framework of human-centered design developed by the global design firmIDEO (Ideo, 2015). We developed assignments--Projects and Provocations (more on thoselater) keeping in mind IDEO’s Mindset elements of Empathy, Iteration, Creative Confidence,Making, Embracing Ambiguity, and Learning from Failure. Course activities also incorporateddesign thinking concepts of Ideation and Implementation methods to evaluate research, defineproblems, establish audience/s, and develop solutions. In addition to design thinking methods,we were inspired by the methods of the emerging field
international policies on entrepreneurship and engineering education.References 1. Lucena, J., Downey, G., Jesiek, B., and Elber, S. (2008) Competencies Beyond Countries: The Re- Organization of Engineering Education in the United States, Europe, and Latin America. Journal of Engineering Education, 97 (4) 433-447.2. Lattuca, L. R., Terenzini, P.T., & Volkein, J. F. (2006) Engineering Change: A Study of the Impact of EC2000. ABET: Baltimore3. ABET (n/d). Criteria from Accrediting Engineering Programs-Proposed Changes. Retrieved from: http://www.abet.org/wp-content/uploads/2015/11/Proposed-Revisions-to-EAC-Criteria-3-and-5.pdf4. ABET. 2016-2017 Rationale for Revising Criteria 3 and 5. Retrieved from: http
CPS grant1329742.References[1] R. Lynn, “Enhancing Awareness of Additive and Subtractive Manufacturability with Voxel-Based Simlations,” Georgia Institute of Technology, 2017.[2] R. H. Todd, W. E. Red, S. P. Magleby, and S. Coe, “Manufacturing: a strategic opportunity for engineering education,” Journal of Engineering Education, vol. 90, no. July, pp. 397–405, 2001.[3] “Criteria for Accrediting Engineering Programs.” ABET Engineering Accreditation Commission, 2014.[4] Min Jou, “Development of an e-learning system for teaching machining technology,” in Proceedings of the 2005 International Conference on Active Media Technology, 2005. (AMT 2005)., pp. 347–352.[5] J.-D. Kim and M.-H. Kim, “A study on the
interdisciplinarySTEM module for middle and early secondary school students. International Journal of STEMEducation, 1(6), 1–7.Berland, L. K. (2013). "Designing for STEM Integration." Journal of Pre-College EngineeringEducation 3(1): 22-31.Birgili, B. (2015). "Creative and Critical Thinking Skills in Problem-based LearningEnvironments." Journal of Gifted Education and Creativity 2(2): 71-80.Bloom, B. S., Englehart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1956). Taxonomyof educational objectives: The classification of educational goals, handbook I: Cognitive domain.New York.Blumenfeld, P. C., E. Soloway, R. W. Marx, J. S. Krajcik, M. Guzdial and A. Palincsar (1991)."MOTIVATING PROJECT-BASED LEARNING - SUSTAINING THE DOING,SUPPORTING THE
, ismore advantageous than traditional lecturing in improving student performance across the STEMfields and across all class sizes. This aligns well with the need in the engineering mechanicsclasses to engage student in qualitative judgement activities for active learning.Several studies have been conducted on demonstrations for engineering courses. Vander Schaafand Klosky [12], Welch and Klosky [13] presented demonstrations for solid mechanics to linktheory to the students’ natural knowledge and excite interest in the course. Paul. S. Steif andAnna Dollár [14, 15, 16] developed demonstrations on statics along with concept questions thatinvolved students applying forces with their hands or body to make force and moment conceptsmore perceivable in
work from the periphery to moreactive core participation. Student participation can also be viewed as a form of cognitiveapprenticeship [9] and fits easily with notions of active learning, and problem-based learning[19]. For HFOSS, the community can help provide a support system of experts with a variety ofbackgrounds [28]. In addition, [34] concludes that such collaboration can help reduce theimpact of gender stereotype. 2.1.2 HFOSS in Education. Open source software has been used as a basis for studentsoftware engineering learning since the late 1990’s [31]. A common approach is to utilize aFOSS project as the basis for a capstone project [3, 10]. One obvious way for students toparticipate in a FOSS project is via code contributions
, M. (2006). Using Podcasts as Audio Learning Objects. . Interdisciplinary .Journal of E-Learning and Learning Objects, 2(1), 47-57.Center for the Study of Student Life . (March 2015 ). Comparing On-Campus, Off-Campus, and Commuter Students. Ohio: The Ohio State University.Driscoll, S. A., & Garcia, C. E. (2000). Preferred Learning Styles for Engineering Students. ASEE Annual Conference. St. Louis, MO, USA. Retrieved from https://peer.asee.org/8639Felder, S., & Spurlin, J. (2005). Applicaitions, Relaibility, Validity of the Index o Learing Styles. INternational Journal of ENgineering Education, 21(1), 103-112.Grosse, C. S., & Renkl, A. (2007). Finding and fixing errors in worked examples: can this
skills to problem solving ina generative fashion beyond just answering multiple-choice questions.Keywords: Memory retrieval, interleaved practice, computational thinking, teachertraining, professional development,1. IntroductionThere are yet to be any content standards for teacher professional development and studentlearning outcomes in engineering, however, recent national efforts11-12 have helped build somemomentum for standardization in engineering education. While a few states have taken bold stepsto make engineering education accessible to all K-12 students, others are also using currentcontent standards to promote science and engineering (S&E) practices such as: 12 1. Asking questions (for science) and defining problems (for
, India Susan S. Mathew, is an Associate Professor. Presently she is also the Associate Dean (Academics and Research) and Head, Department of Electrical and Electronics Engineering. In NITTTR, for the last 29 years, she has been involved in outcome-based curriculum design, teaching postgraduate students, content updating and laboratory management programmes, induction training of new teachers, research in areas of technical education, projects concerned with the development of instructional material for polytechnics, engineering colleges as well as industries, etc. Prior to NITTTR, she was working as a lecturer in MANIT, Bhopal and SGSITS, Indore and was involved in teaching undergraduate & postgraduate students.Ms
leadership,these studies find that students neither overemphasize nor underemphasize the importance ofleadership as compared to other professional skills and that they rate their competence inleadership skills lower than they do the value of those skills. For instance, in Direito et al.’s study(2012) of Portuguese electrical and electronic engineering students, the participants assignedlower levels of importance to leadership itself than to such leadership-related skills as teamwork,communication, listening, networking, and time management. Their confidence in theirleadership ability was lower than the importance they ascribed to it. In Chan et al.’s studies(2017, 2018), freshman engineering students gave leadership—conceived as motivating
, 2011.[6] ABET, “Accreditation criteria and supporting documents,” ABET 2018. [Online]. Available http://www.abet.org/accreditation/accreditation-criteria/ [Accessed June 29, 2018].[7] C. R. Auxier, F. R. Hughes, and W.B. Kline, “Identity development in counselors-in-training,” Counselor Education and Development, vol 43, pp. 25 – 38, 2003.[8] M. Reisetter, J. S. Korcuska, M. Yexley, D. Bonds, H. Nikels, and W. McHenry, “Counselor educators and qualitative research: Affirming a research identity,” Counselor Education and Supervision, vol 44, pp. 2 – 16, 2004.[9] D. M. Gibson, C. T. Dollarhide, and J. M. Moss, “Professional identity development: A grounded theory of transformational tasks of new counsellors,” American Counseling
artwork, brochure, logos, and user experience design for website and mobile app. Also, videography service including editing, captioning and voicing-overs was provided. • Real-Time Text Display: The R&D center’s goal is to improve accessibility in classrooms and theaters. Captions to be displayed above whiteboard in a classroom or on the stage utilizing Microsoft’s Kinect or similar to track motion of one or more person(s) was developed.U.S. LawsIn order to understand what employers need to know beforehand, there are U.S. laws in place foruniversities and employers to abide when dealing with DHH students or/and DHH employees.Universities to provide auxiliary aids and services to DHH students: Section
/tech/evidence-based- practices/finalreport.pdf.[3] Graham, R., (2018), “The global state of the art in engineering education,” New Engineering Education Transportation (NEET) Report, MIT, School of Engineering.[4] Gannon, K., (2019) “Teaching Online Will Make You a Better Teacher in Any Setting,” Retrieved on January 13th, 2020 from Chronicle of Higher Education, https://www.chronicle.com/article/Teaching-Online-Will-Make-You/247031/.[5] Livingston, J., Summers, S., and Szabo, J., (2019) Incorporating Universal Design for Learning Principles in Online and Hybrid Technical Communication Courses, Journal of Online Engineering Education, (10) 2.[6] Kinney, L., & Liu, M., & Thornton, M. A. (2012), Faculty
critical Rarely is publicly Occasionally is publicly Often is publicly critical of the project or the critical of the project or critical of the project or of the project or the work of others. Always the work of others. the work of other work of other members has a positive attitude Often has a positive members of the group. of the group. Often has a about the task(s). attitude about the Usually has a positive negative attitude about task(s). attitude about the the task(s
cannot properly apply concepts to newsituations. Conscious efforts to link class content to previous classes in the curriculum as well asfuture electives and careers are included to promote awareness of life-long learning. Themethods described are specific to a course in the Design of Steel Structures, but the basicconcepts could be applicable to any design course.References:1) Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C. and Norman, M. K. (2010). How Learning Works: Seven Research-Based Principles for Smart Teaching. Jossey-Bass A Wiley Imprint.2) Felder, R. M. and Brent, R. (2016) Teaching and Learning STEM: A Practical Guide. Jossey- Bass, A Wiley Brand.3) Krathwohl, D.R. (2002) A Revision of Bloom's Taxonomy
that the flexibility indeveloping video content is a good opportunity to fix the content and seeks to continue addingnew content or make changes to reflect accumulated experience and student feedback.The course under considerationThe Electrical Circuits is an undergraduate level course at Missouri S&T intended for non-EEstudents. The content primarily includes AC circuit steady-state analysis covering single andpoly-phase circuits with emphasis on applications like transformers, induction machines andfrequency response. DC circuit analysis is used as a special case to introduce the basiccomponents and basic analysis techniques. Primarily, students from Mechanical Engineering,Civil Engineering and Engineering Management departments take
, “Report to the President, Engage to Excel: Producing One Million Additional College Graduates with Degrees in Science, Technology, Engineering, and Mathematics,” Washington, D. C., 2012.[3] A. Godwin, G. Potvin, Z. Hazari, and R. Lock, “Identity, Critical Agency, and Engineering: An Affective Model for Predicting Engineering as a Career Choice,” J. Eng. Educ., vol. 105, no. 2, pp. 312–340, 2016, doi: 10.1002/jee.20118.[4] National Research Council, Next Generation Science Standards: For States, By States. Washington, D. C.: The National Academies Press, 2013.[5] S. Brophy, S. Klein, M. Portsmore, and C. Rogers, “Advancing engineering education in P- 12 classrooms,” J. Eng. Educ., vol. 97, no. 3, pp. 369–387, 2008, doi
. Effective for Reviews during the 2020-2021 Accreditation CycleIncorporates all changes approved by the ABET Board of Delegates Engineering AreaDelegation as of November 2, 2019. Retrieved from https://www.abet.org/wp-content/uploads/2020/03/E001-20-21-EAC-Criteria-Mark-Up-11-24-19-Updated.pdfAssociation of American Colleges & Universities. (2009). Member Survey Findings. Retrievedfrom https://www.aacu.org/about/membership/surveytalkingpoints.https://www.aacu.org/leap/hipsAidoo, J., & Sipes, S. M., & Hanson, J. H., & Lovell, M. D. (2013, June), Capstone DesignAlumni Survey Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta,Georgia. https://peer.asee.org/19283Brouwer, R., & Sykes, A., & VanderLeest, S. H
-centered design charrettes for K-12 outreach,” interactions, vol. 25, no. 6, pp. 74–77, 2018.[5] E. Rose, A. Davidson, E. Agapie, and K. Sobel, “Designing our future students: Introducing User Experience to teens through a UCD charette,” in Proceedings of the 34th ACM International Conference on the Design of Communication, 2016, pp. 1–6.[6] A. T. Jeffers, A. G. Safferman, and S. I. Safferman, “Understanding K–12 engineering outreach programs,” Journal of professional issues in engineering education and practice, vol. 130, no. 2, pp. 95–108, 2004.[7] G. S. Jakubowski, “Is there a role for ASEE in K-12 education?,” ASEE Prism, vol. 11, no. 5, p. 41, 2002.[8] B. Moskal and C. Skokan, “Supporting the k-12 classroom through
.” Physical Review Physics Education Research, vol. 12, no. 2. September, pp. 1-11, 2016.[3] J.T. Stanley and H.J. Lewandowski. “Recommendation for the use of notebooks in upper-division physics lab courses.” American Journal of Physics, vol. 86, no. 1, pp. 2018.[4] K Maton. “Legitimation Code Theory: Building knowledge about knowledge-building,” in Knowledge-building: Educational studies in legitimation theory, K. Maton, S. Hood, and S. Shay, Eds. New York: Routledge, 2016.[5] B. Bernstein. Class, codes and control: Volume 1: Theoretical studies towards a sociology of language. London: Routledge, 1971.[6] K. Maton. “Making semantic waves: A key to cumulative knowledge-building.” Linguistics and Education
model variance.Table 2: Results of the 2-Way ANOVAAnalysis of Variance Source DF Adj SS Adj MS F-Value P-Value ID 6 0.12534 0.020890 3.68 0.010 CON 4 0.05776 0.014440 2.54 0.066Model Summary S R-sq R-sq(adj) R-sq(pred) 0.0753658 57.32% 39.54% 9.24%Post-hoc analysis using a Tukey test was performed to determine which variables in the datawere likely contributing to differences in means as indicated by ANOVA. Means that do notshare a letter are statistically different, with a 95% confidence interval. Table 3. Tukey test to
SustainableDevelopment Goals (SDGs) and target(s) related to the issue that had been identified.To conduct Part Two, groups visited the databases and repositories hosted at United NationsStatistic Division (UNSD) [18] and identified the relevant dataset(s) that provided informationon the issue they had identified in Part One. They were required to generate graphs, charts and/ortables from the data to support their arguments. Groups could use statistics and data available inother online resources and/or literature, provided that the references are properly cited.Lastly, the groups were required to offer policy solutions and recommendations in Part Three oftheir report. Specifically, groups needed to apply the knowledge gained from the course, togetherwith
conclusions or recommendations expressed in this material are thoseof the authors and do not necessarily reflect the views of the National Science Foundation.References[1] D. E. Chubin, G. S. May, and E. L. Babco, "Diversifying the engineering workforce," Journal of Engineering Education, vol. 94, no. 1, pp. 73-86, 2005.[2] M. Borrego and J. Bernhard, "The emergence of engineering education research as an internationally connected field of inquiry," Journal of Engineering Education, vol. 100, no. 1, pp. 14-47, 2011.[3] J. J. Duderstadt, "Engineering for a Changing World-A Roadmap to the Future of Engineering Practice, Research, and Education (Flexner)," 2008.[4] C. B. Zoltowski, P. M. Buzzanell, A. O. Brightman, D
on energy efficiency in office buildings -hot dry climates. In 11th Conference on Advanced Building Skins (Vol. 1, pp. 458–468). Bern, Switzerland. https://doi.org/10.1016/B978-0-08-100635-1.00006-XEdwards, L., & Torcellini, P. (2002). A litreature review of the effects of natural light on building occupants (Technical). U.S. department of energy laboratory.Elghazi, Y., Wagdy, A., & Abdalrahman, S. (2015). Simulation Driven Design For Kinetic System; Optimize kaliedocycle Facade Configuration for Daylighting Adequacy in Hot Arid Climate.Grobman, Yasha Jacob, Capeluto, I. G., & Austern, G. (2017). External shading in buildings: comparative analysis of daylighting performance in static and
teaching strategies for ConstructionEngineering students,” in Building Information Modeling (BIM): Proceedings of the 2012American Society for Engineering Education (ASEE) Annual Conference and Exposition, SanAnthonio, TX, June 10 - 13, 2012, Available: https://peer.asee.org/bim-teaching-strategy-for-construction-engineering-students . [Accessed March 17, 2018].[2] W. Hughes and J.R. Murdoch, “Roles in construction projects: analysis and terminology”,Construction Industry Publications, Birmingham, 2001, ISBN 1852638982.Available: http://centaur.reading.ac.uk/4307/. [Accessed March 19, 2018][3] S. Fean, “The role of a project manager on real estate and construction projects”, WatchdogReal Estate Project Managers, Available: http://watchdogpm.com
“veryhigh” research activity based on the Carnegie Classifications, and offer doctoral degrees in CSor computer and information science. Overall institutional enrollments ranged from slightlyabove 3,000 undergraduate students to slightly above 39,000. Participating schools aregeographically located in the Eastern (n = 3), Midwestern (n = 1), Southwestern (n = 1), orPacific (n = 2) United States. At six of the seven schools, students declare their majors uponenrollment; at the remaining university, students declare majors at the end of their second yearof coursework. No other data about “population(s) served” (e.g., student demographics,socioeconomic status, etc.) were collected, apart from the change in participation of women andmen within the CS
opportunity each week to pursue one of three options: (i) conduct businessresearch and analysis, (ii) prospect a new location with a low-capacity pushcart, or (iii) committo full scale by parking the food truck in a specific location. Students make decisions about thethree courses of action and menu item(s) to offer in hopes of finding the best menu-locationcombination, thereby yielding the highest sales and “winning” the simulation.The results of this research are particularly relevant to faculty and administration interested inunderstanding the value (predictability of behavior) gained from commercially availableentrepreneurial mindset assessment instruments. It is conceivable that one-day entrepreneurialmindset instruments may predict
Entrepreneurial Mindset in the freshmandesign course and utilized a project that involve a fictitious company and focused onidentification and validation of market opportunities in the project [11]. In other efforts,customers were incorporated, but they were either fictional or local. For example, Jensen andSchlegel have modified their first year mini-golf hole design project to require students tointerview potential mini-golf customers. Though students’ feedback about this new version ofthe project has been very positive, they only interviewed other people available on campus suchas their friends and because of this the findings of this effort are very similar to those fromtraditional first year hands-on design projects [12]. In Bernal et al.’s first
://www.marxentlabs.com/what-is-virtual-reality-definition-and-examples/[3] S. Ren et al., "Design and Comparison of Immersive Interactive Learning and Instructional Techniques for 3D Virtual Laboratories," Presence: Teleoperators and Virtual Environments, vol. 24, no. 2, pp. 93-112, 2015/05/01 2015.[4] M. Limniou, D. Roberts, and N. Papadopoulos, "Full immersive virtual environment CAVE in chemistry education," Comput. Educ., vol. 51, no. 2, pp. 584-593, 2008.[5] N. Shanku, G. Sharko, and E. Prifti, "Toward Virtual – Real Laboratory on Electric Power System Engineering Courses A Successful Experience," International Journal of Pure and Applied Sciences and Technology, vol. 4, no. 2, pp. 85-97, 2011.[6] S. Amirkhani and