giving thoughtful, constructive feedback on both thepositive and the negative. Figure 2 is an example summary of the feedback from DASC 1001 -Introduction to Data Science taught in the Fall of 2022. Each were discussed in the first day ofthe following Spring semester class with explanations and improvements that would be made toaddress them, as appropriate. In some cases, the feedback conflicted – such as the LinkedInLearning courses on being a good team member, how to be a team leader, and projectmanagement. The remaining time of the first day of class covers the syllabus and expectationsfor the class.During our Fall Faculty Retreat and our yearly Data Science Advisory Council (DSAC) meeting,the instructors for each course presented their
period, and there are effectively 40 hours of lectures. About two-third of thetime is devoted to the recitations and the rest to applications and mini-projects. Students’prior knowledge of electromagnetics is limited to physics course, so our electromagneticsstarts from vector algebra and coordinate systems and encompasses the usual topics suchas electrostatics, magnetostatics, Maxwell’s equations, wave propagation, transmissionlines, and radiating systems. The course syllabus is outlined in the paper’s appendix. Thefollowing means of teaching have been adopted: MS Office PowerPoint, FEMLABsoftware, MATLAB, Maple and MathCAD packages, computer-based projects,simulation and virtual experiments, and computer assisted course management.3. Methods
flight training course. Theywanted the students to understand the physical principles and design characteristics of the aircraft that theywill someday fly.The desire for an engineering course that contained both fixed wing and rotary wing content and thatwould be accessible to the non-engineering majors required a unique course design with a custom text.Preparations for developing the syllabus and writing the text (gathering references and resources) werecompleted prior to departure from the U.S. Actual work on the text could not be started until the teamarrived at NMAA and made an initial assessment of the knowledge and skills possessed by the prospectivestudents and obtained detailed input from one of the primary constituents of the course
at three universities received a grant8 to compare the flipped andblended modes of instruction in a Numerical Methods course. As part of the grant, a CI forNumerical Methods14 was to be developed for nationwide use to measure conceptualunderstanding of numerical methods.February 2014 – March 2014: A Concept Inventory Workshop:An engineering professor, who has thirty years of teaching experience and is a chief developer ofconcept inventories of three engineering topics13,15, conducted a holistic workshop on CIdevelopment. Three instructors who are investigators of the grant and two external members ofthe evaluation team attended the workshop. The four-hour workshop was administered via twoonline sessions.In the first online session, a
establishedthrough this project in 2015. The VCP redesigned the Level 1 workshops and developed Level 2workshops with content in-formed by emerging research on LGBTQ inclusion in STEM. Theredesigned workshops were launched online in spring 2016 and in person at the ASEE AnnualConference in 2016. This paper presents an update on the overall project and presents theevaluation results of the Safe Zone Level 2 workshops.1. IntroductionEven though recent years have seen significant advances in LGBTQ (lesbian, gay, bisexual,transgender, and queer) equality in the U.S. through legislation and social acceptance, researchshows that LGBTQ students and faculty on college campuses still experience exclusion anddiscrimination. Some college campuses offer training
Engineering Educators Division), June 24-27, Honolulu, Hawaii, USA. Course implementation: Unlike in the US, a course is owned by the institute not byan individual faculty. Each course should have a standardized course outline withprescribed assessment methods and mark distribution for each method. There is no needfor an individual faculty to develop their own course outline/syllabus. Apart from certaincourses (such as Senior Design Project), all courses should have a standard mid-term andcourse final (comprehensive). All the course finals have to be administrated on pre-determined dates, usually as a part of mass examinations, and these examinations carryaround 40% of the total marks for a course. The mid-term and
courses for all students in the Project PETE program. The tutoring/mentoring program will use School of Engineering and Technology students, especially those from our various student organizations such as the National Society of Black Engineers and the Society of Women Engineers. Any tutoring/mentoring program will be customized to meet the needs of the secondary school and will be based on existing state and/or corporation academic standards. In addition, programs will be offered before, during and after school hours. 2. An opportunity for secondary instructors and School of ET faculty to align curriculum via face-to-face and online workshops and professional development. Curricula from
Certificate in BiofuelCertificate Program Continuing Education Production OperationsAlternative Energy Programs Crowder College / Environmental Sciences Associate of Arts DegreeBiodiesel Fuel Education University of Idaho / Biological & Online short course for generalProgram Agricultural Engineering publicNew York Center for Liquid Morrisville State College / School of Create jobs in the agriculture sectorBiofuel Agriculture and Natural ResourcesAs illustrated in Table 1, although many biofuel education programs have emerged recently,most of them target general non-engineering audience (such as agricultural or
three-dimensional visualization (e.g. animationand simulation), are integrated to develop and efficiently deliver content-rich learning material.1. IntroductionThe rapid improvement of the Internet and web technology has provided new possibilities forvarious web-based applications including education and training. These technologies providenew and creative methods for presenting course material effectively. An advantage of web-basededucation is the flexibility in letting students, both in school and in industry, adapt to their own Page 9.793.1learning pace and different ways of understanding the concepts. A feature that allows immediate
semester. Most commonly, teams have multipleprojects, focused either around a common community partner or a common theme. For example,one team conducts multiple projects with the local branch of Habitat for Humanity, whereasanother team develops web-based database systems for a variety of different communitypartners. Each team has a historical average of 15 students and multiple projects, typically withfour to five students per project. Each team stands as an independent lab division, but with acommon curriculum, syllabus, and assessment. As a student-centered, project-based course,instead of serving as a lecturer, the instructors in each lab division serve as a coach or guide andare thus labeled as ‘advisors’.Early in the formation of EPICS, it
tools that allow collaboration have been a feature of every Cohort Challenge.Team meetings occurred on Zoom before Zoom became a standard meeting tool across USuniversities. Beyond email, team members used Slack channels to plan agendas, shareinformation, and ask questions. Course materials for Toolbox Modules were made availablethrough the Moodle learning management system, though such materials were often stored orhosted on various ancillary servers and sites (e.g. Google, YouTube). In addition, team memberscollaborated on shared bibliographies using Zotero and worked on basic systems modeling usingPlectica. These online tools created a virtual learning environment that promoted collaborationand cooperation across time zones and around the
additional competencies. • Sophomore level – All students are required to take a college course entitled “Foundations of Global Leadership” (this course fulfills general education requirements) that addresses the basic principles of leadership, moral/ethical behavior, and global competence. This course has a common syllabus and is taught by faculty across the college. The primary focus is for students to learn and begin to practice leadership within a team and project environment. • Junior and senior levels – Programs are tasked with providing instruction and experiences that will achieve required leadership outcomes. Students are provided opportunities to gain practical experience and to
to enhance the student learning experience. He also is a part-time faculty member at BYU, teaching a variety of courses including ”The History of Creativity in the Arts, Sciences, and Technology”, and a part-time faculty member at Capella University, teaching online PhD learners in instructional technology and design. Dr. Halverson regularly presents at academic conferences and recently published a book on instructional design theory and practice.Rollin H. Hotchkiss, Brigham Young University Rollin H. Hotchkiss is a professor of Civil and Environmental Engineering at Brigham Young University (BYU) and holds the Ira A Fulton College of Engineering and Technology Leadership chair within the College. Dr. Hotchkiss
project for the semester and were part of an early preliminary version of themodule. The main advantage to this approach was that potential problems, both information andlogistics based, were addressed before the remote undergraduate class students were involved.Approximately two weeks prior to an actual task, the host students would be given theopportunity to run through an initial trial. There were six students involved in this operation,which ensured that several opinions and experiences would be documented. The group containedthree students that had already taken a class with a similar syllabus and three students that werecurrently enrolled in a comparable course. This created an environment where some of thestudents knew what to expect and
specialty products (lube oils, asphalts, waxes, cokes) at Petroleos de Venezuela, PDVSA (1983-1998). He is a founding member of Universidad Monteavila (Caracas, Venezuela) (1998—2018) and became the Chancellor of this university (2005-2015), and the President of the Center for Higher Studies (2015-2018), including teaching in the Humanities. After rejoining the University of Pittsburgh, he has been teaching Pillar courses on Reactive Process Engineering, Process Control, Process Control Lab, Process Design, and Green Chemical Engineering and Sustainability. In addition to technical courses, his service extends over curriculum development, outreach programs, alumni network, team and leadership skills development
influences the utilisation of educational research by policy-makers and practitioners?: The perspectives of academic educational researchers,” International Journal of Educational Research, vol. 56, pp. 23–34, 2012.[73] M. Bandukda and C. Holloway, “Young hci: Promoting disability and accessibility awareness among young people,” 2024.[74] M. A. Fuentes, D. G. Zelaya, and J. W. Madsen, “Rethinking the course syllabus: Considerations for promoting equity, diversity, and inclusion,” Teaching of Psychology, vol. 48, no. 1, pp. 69–79, 2021.[75] R. Brooks and S. D. Grady, “Course design considerations for inclusion and representation,” A quality matters white paper, 2022.[76] C. Holloway and G. Barbareschi, Disability
applied to various concepts such assustainability, health care, technology, or any other sector of interest. © American Society for Engineering Education, 2016 2023 ASEE ConferenceLimitationsThis study was limited by the method for gathering the data and terminology used to describe theST material included in the courses. There could be other programs that include ST concepts ortools which are not included in this review as they had not explicitly mentioned these concepts intheir syllabus or learning outcomes of the program. Additionally, some programs might not havelabelled the concepts they teach as “Systems Thinking” specifically and used other terms such as“System Mapping” or
Engage non-electrical-engineering Majors in a Required CircuitTheory Course,” 2016 American Society for Engineering Education Gulf-Southwest Annual Regional Conference,Fort Worth, TX, March 8-16, 2016.16 Creative Education Foundation, "The Creative Education Foundation," Creative EducationFoundation, January 27, 2016. [Online]. Available: http://www.creativeeducationfoundation.org.[Accessed January 27, 2016].17 Van Treuren, K. W., Jean, B. R., and Fry, C, 2012, “Teaching Innovation and Creativity in the Classroom”Presented at the ASEE National Conference and Exposition, San Antonio, TX, June 10-13, 201218 http://www.baylor.edu/about/index.php?id=88781 retrieved on 4/01/16
previous semesters). During the same semester, we designed and offered to thestudents many detailed online surveys that include multiple-choice and open-ended questions.Our teaching goals include: ü Focus on the key concepts and strategies transferable to many fields of engineering ü Provide extensive lab experience in building/testing/studying a variety of circuits, which have been discussed in lectures ü Engage students’ interest via hands-‐on work with circuits for practical applications from the very beginning of the course. Similar goals have been formulated and achieved by other instructors. For example, Sterian et al.(2008) included projects in their introductory circuits
toward the end of an NSF-sponsored grant, in a university climate ofongoing and increasing budget cuts from the state. In order to achieve success, the NFLC programminghad to come with a small price tag and show measurable, significant outcomes. This placed the focus ofthe NFLC on assisting faculty to access campus resources more effectively, rather than generating newsources of faculty funds.The cost of running the NFLC is limited to one-credit course overloads for each of the two co-coordinators, and refreshments for some meetings. Compensation for the coordinators allows theuniversity to expect accountability, and thus, quality programing and assessment of the community.Refreshments provide a small bit of hospitality on the part of the
writing for 7 years online at a university serving students from around the world, and she has published in and has presented on international education, engineering education, blended learning, and online learning. Wold’s primary interests focus on global education, methods of online education, and curriculum design. She has degrees in journalism and economics from the University of Minnesota as well as a master’s degree in international education from George Washington University.Mr. Roy Lee Hayes Jr, University of Virginia Roy Hayes is a PhD Candidate at the University of Virginia. He completed a Bachelors of Science in Aerospace and Systems Engineering at the University of Virginia in 2009. His research focuses on
. Thegoal of the lecture was to reinforce topics already outlined in the course syllabus while onlypresenting additional information, if it was absolutely necessary for students to understandaspects of the modules. Some of the topics already incorporated into the course curriculuminclude linear equations and matrices, eigenvalues, eigenvectors, and singular valuedecomposition. The lecture focused on methods for gathering data and representing such data inthe form of matrices and the utilization of basic applications of linear algebra on said matrices.The primary source for such data was www.data.gov and similar sites. In addition, students werepresented with the PageRank algorithm and a scenario utilizing it. Lastly, the lecture introducedthe topic
outabout each other’s motivation and objectives and practice their common second language together.An additional goal was to raise their intercultural awareness and competence and to criticallyexamine any biases they might harbor. In preparation for the trip, a website including a blog wasdesigned which students were asked to fill with content of their own before, during and after thetrip. The course syllabus informed students that they had to complete three main assignmentsconsisting of five specific parts:Each student had to write two individual personal blog posts, one before the trip with their personalprofile and a short introduction, and, the second as a short final conclusion statement about theirfindings at the end of the travel tour. The
and community engagementactivities. During the COVID pandemic faculty may have experienced dilemmas regardingstudent health (and the health of the surrounding community) as campus administrators madedecisions about in-person versus online instruction. Universities and faculty are also increasinglyattending to student mental health. Finally, it is argued that considerations of welfare are themost challenging. Faculty perhaps think of student welfare long-term, as they help students buildknowledge and skills that may yield post-graduation benefits in terms of employment. But doesthis long-term perspective cause us to undervalue in-the-moment student welfare? Our policiesand practices may cause stress, and stress has been shown to inhibit
lecture/lab format, so that the various learningstyles of both engineering and technology students alike can be addressed. Core topics for sucha course could include processing biomass into bio-based energy, chemicals, transportation fuels,and manufactured products, with an emphasis on product design considerations and necessaryunit operations; economic analysis of bioprocesses; and environmental impacts of theseoperations. In conjunction with the other topics discussed in this paper, these could be readilyconverted into a course syllabus. Moreover, not only will students require theoretical andtechnical knowledge, they will also need hands-on, applied experiences to have a meaningfuleducation in these biological areas – disciplines in which most
improvements and their likelihood ofrecommending XYZ EduOwl. Another section explored users' wants regarding XYZ EduOwl'sfeatures and desired enhancements. We also gathered insights on users' educational interests,engagement, and assessment wants. Participants expressed their views on integrating XYZconcepts into course design and syllabus updates. Finally, respondents rated their overallsatisfaction and identified factors crucial for the tool's successful use, with an open-ended sectionfor additional comments.DATA ANALYSISNormal distributionNormal distribution analysis is a statistical method used to understand how data points aredistributed around a mean or average value. In the context of survey responses normaldistribution curves can provide
course syllabus and mapped to the specific course outcome(CO) using the performance indicator (PI) for each ABET student outcome (SO). Table 2: Tasks and timeline Semester (Months) Task Details Spring 2021 (Jan.-May) Technical documentation of IPP DCNN, OC, and CA modules Summer 2021 (May-Aug.) Prepare laboratory experiments Participate in the IGVC and project activities on the IPP Develop and test the software, for the courses listed in Table 1 determine the hardware Redesign and test the IGV components required to
learning objectives, similar tothose university faculty would detail in the objectives of a syllabus. All but eight US states haveadopted common core state standards (http://www.corestandards.org/), but most curriculumstandards for each particular jurisdiction are often detailed online and may be found with asimple internet search. Before a visit to a school is proposed, it is important to identify and assesshow the team will specifically address the curricular needs of that particular classroom. For ourparticular project, we are targeting the core standards set by the state of Utah(https://www.uen.org/core/), but each state should have similar requirements. Because this project intersects with topics from mathematics to environmental
a certain part of the pattern. (S. C.) This student had a left, visual and tactile super link, and it is easy to see her using the left hemispheric strategy of linear, step-by-step thinking to determine her answer to the question.(3) Finally, the responses to the journal assignments revealed information about the students’ efforts and growth in the course that the professor otherwise would have never known. Some students reported really struggling with some of the concepts and repeatedly seeking additional outside help or conducting online research. Many of the students’ responses revealed sudden engagement with the mathematical concepts as students discovered a relationship to their interests and passions. For example
. TTF1 I view my role as an educator as a technical expert who delivers engineering knowledge content. TTF2 My students learn engineering best by taking good notes and paying careful attention to me during design meetings. TTF3 Careful planning by the faculty advisor and well prepared agendas maximize student learning. TTF4 Students develop an understanding of the content based upon information delivered to them in design sessions. TTF5 The syllabus provides guidance on what to teach students for their specific design project. TTF6 I encourage students to move on to new phases of their design project after they have expended the time allotted by the course