available given that the concepts covered by the experiment had not beentaught in prior versions of the courses. The focus of the pilot project was to determine how tomost effectively run a remote lab such as this and to gain insight into student learning based onstudent self-reports regarding their learning and their reflections on the assignments andtechnology. The survey also covered students’ prior experience with experimentation (online andin person), their opinions regarding the experiment and associated assignments, the quality and‘user friendliness’ of the online experiment, and their opinions regarding the impact of theexperiment on their learning. All opinion questions were designed using a five point Likert scalefrom ‘Strongly Disagree
, andconclusions or recommendations expressed in this material are those of the author(s) and donot necessarily reflect the views of the National Science Foundation. Special thanks to theinstructors at the four South Carolina Technical Colleges that participated in the researchproject.References1. Perdomo, L., Shiratuddin, F., Thabet, W., and Ananth, A., "Interactive 3D Visualization As a Tool For Construction Education", proceeding of the 6th International Conference on Information Technology Based Higher Education and Training, PF4B/23-8, Santo Domingo, DR, July 2005.2. Lee, S., Yoo, S., Kim, Y., Jung, H., Kim, S., Yun, M., Lee, J., and Kim, H., “Modeling and Localization of Web-based Fusion Image using VRML in Clinical Stroke Case
written in a serial chain format, where the output of one stage is used asthe input of another. The intermediate data is called “derived data”, and this approach iscommon when the derived data is important in its own right, when there are several possibledifferent analyses that must be applied to the derived data, or when it is useful to access it fordebugging and verification purposes. In these circumstances, it is tempting to save the deriveddata for later processing by other programs. This is dangerous since changes to the original datafile will not be reflected in the saved derived data, complicating re-versioning of both theoriginal data and the program used to create the derived data. Instead, it is preferable to call thefirst processing
) embedded assessment strategies; and e) scaffolds. These features provide anengaging laboratory experience, work with students’ pre-existing knowledge, and develop skillsof self-monitoring and reflection, which contribute toward improving the quality of STEMeducation. The project experimentation part of the facility has two major components: a) aremote laboratory and b) pedagogical design.3.1 Remote LaboratoryThis implementation proceeds through a number of inter-linked tasks covering a range ofdisciplines, which include computer interfacing, web design, interactive graphical user interface,computer networking, network/web security, experiment module designs, assessment strategy,and project evaluation.The developed facility can be presented by a
% (751/4,712) of engineering degreesand 21% (193/927) of computer science/information science degrees in 2009-10 (the most recentdata year available)8. Approximately 23% of the population in the state in 2011 wasHispanic/Latino9 which is also reflected in the enrollment numbers of this demographic at theuniversity and within the college. In CECS, the undergraduate Hispanic and African Americanstudents represent 22% and 7% respectively of the total undergraduate enrollment in the college(double the national rate of 10% for Hispanics, and higher than the national rate of 5% forAfrican Americans)4. CECS ranks 20th in the number of undergraduate engineering andcomputer science degrees awarded, 8th to Hispanics, 16th to African Americans, and 35th
for the students in this course as evident from the animationproject described in Part III. The major difficulty students seemed to have had was switchingbetween the syntax of C and MATLAB, particularly in the area of arrays and for loops. The lastitem in Table 1 is the usage of the features in the respective software development environmentsDevC/C++ and MATLAB. Rather than making it a single topic, it was taught hands onthroughout the semester as the need and opportunity arose.part III: course projectsHomework typically reflects on the material covered in the lecture class. For any portion ofassignments that involve coding, students use DevC/C++ and MATLAB on Microsoft Windowsbased desktop computers in general computer labs. They develop the
adoption of different educational technologies; these included the school wideadoption of tablet PCs, participation in workshops on different educational technologies, andpublished literature on STEM education and educational technologies.Determining the impact of adopted technologies on teaching and learning in the department’sengineering mathematics classes presents many challenges: individual differences in studentsand faculty are hard to control for, course grade may not always reflect an improvement inteaching and learning, qualitative improvements can be difficult to measure, and a host of otherchallenges most educators are familiar with. In literature on the educational technology, resultshave included: cost savings, reductions in DFW rates
“speed dating” session with themwhere they asked about how they chose their major and what they would have done differently.The design process was presented, and then the students were then introduced to the grandchallenges. During the 2012 class, eight weeks were used to discuss and learn about the grandchallenges, during the 2013 class, only four weeks were allotted. Condensing the time spent onthe grand challenges increased the rigor of the course. Reflection assignments during this timewere designed to assess their understanding of the grand challenges as well as to provide theapplication of the design process. Students learned how to translate the challenges intomanageable problem and needs statements. Each week, the topic went slightly
many random, turbulent eddies. These random fluctuations willdisperse the pollutant away from the plume centerline, resulting in a normal or Gaussiandistribution of concentrations in both the vertical (z) and crosswind (y) directions. Assuming aconstant wind in the x direction, a non-reacting pollutant, and total reflection from the ground,the concentration of pollutants downwind at any point x, y, and z can be predicted with thefollowing equation:4 Q y2 z H 2 z H 2 C exp exp exp 2u y z 2 2 2 z2 2 z2
. Page 24.54.9 Students were required to write a project report to document their design, implementation, and test results. The quality of reports was uneven across the class. On reflection, this result is understandable given that, typically, our students have not taken a technical communications course before taking the digital logic course. On the last day of class, students were asked to complete a survey concerning their experiences relative to laboratory exercises and term project. See Table 3 for a summary of the results. The same survey will be given at the end of the current (spring 2014) offering of the course. Generally speaking, the survey results are consistent with the observations of the authors. The
during the 1970s 9 . Since that time, the importance and need fora workforce skilled in cybersecurity has grown rapidly 17 . Due to this rapid growth, and thetremendous breadth of material that falls under the umbrella of cybersecurity, a wide array ofcontent and pedagogical practices have been incorporated into today’s cybersecurityclassrooms.While this diversity reflects the reality of cybersecurity education, it is a major hindrance to thedevelopment of a consistent model for cybersecurity education. Areas which could beincorporated into this domain, include: computer architecture, criminology/law, cryptography,databases, human-computer interaction, information retrieval, information theory,management/business, mathematics, military science
.29. A. Prades, S. Espinar, “Laboratory Assessment in Chemistry: An Analysis of the Adequacy of the Assessment Process,” Assessment & Evaluation In Higher Education [serial online]. vol. 35, no. 4, pp. 449-461, July 2010.30. J. Robertson et al, “Exploiting a Disruptive Technology to Actively Engage Students in the Learning Process,” 2013 ASEE Conference.31. J. Rodd, D. Newman, G. Clure, M. Morris. “Moving the Lab to the Classroom: The Impact of an Innovative Technological Teaching Tool on K-14 Learning and Cognition,” SITE Conference, San Diego, CA, March 2010, 2807-2813.32. D. Schon (1995), The Reflective Practitioner: How Professionals Think in Action, Ashgate Publishing.33. J. Selingo, “Connecting the Dots,” ASEE
an “optical sensing” division as an alternative to the then emerging camera-basedsensing division. In consideration of overall course objectives and time constraints, we haveelected to employ this simpler method for line sensing for the course project. Our project usesthe Pololu QTR-8 Reflectance Sensor Array featuring eight IR emitter/detector pairs as shown inFig. 4. Figure 4: QTR-8 Sensor Array mounted to car Page 23.320.10For processor solution, we use the Wytec Firebird32-Nano microcontroller module(www.firebird32.com) which is a Freescale Coldfire V1 microcontroller adapted to a 40-pin DIPform factor. This MCU
, 1997, pp. 283–299.15. Sfard, A., “On the dual nature of mathematical conceptions : Reflections on processes and objects as different sides of the same coin,” Educational Studies in Mathematics, 22, no. 1, 1991, pp. 1–36.16. Vinner, S., “Concept definition, concept image and the notion of function,” International Journal of Mathematical Education in Science and Technology, 14, 1983, pp. 293 – 305.17. Bingolbali, E., Monaghan, J., & Roper, T., “Engineering students’ conceptions of the derivative and some implications for their mathematical education,” International Journal of Mathematical Education in Science and Technology, 38, no. 6, 2007, pp. 763–777.18. Tall, D. & Vinner, S., “Concept image and
emphasize different (although related)conditions that support or thwart motivation. But, in general, supportive conditions include aperson’s feelings of autonomy, relatedness, and competence, accompanied by a sense of interestand value.Student motivation to learn new information is also tied to student engagement in the learningprocess. Similar to motivation, the term engagement has been defined in several different ways.According to Barkley, students who are engaged in the learning process “really care about whatthey’re learning; they want to learn” and they “exceed expectations and go beyond what isrequired.” These statements reflect a view of engagement that is rooted in motivation theory.Barkley also describes student engagement with statements
their design that can be held by that certain mill-vise. Linking the project to the realequipment and machinery available in our labs helps to create a more realistic setting for theassignment.3. Scoring Rubrics and Evaluation of AssignmentsFeedback through evaluation is an important educational component of this course. Whiledeveloping the grading rubric (Appendix 2), the main concern was to reflect industry’sperspective. For this reason, a long list of items are identified and weighed according to theirimportance. During the semester, it is always explained that design deliverables such asdrawings, manufacturing specifications and models are generated for manufacturing and they’reonly good as long as they convey the design intent fully and
director and student develop together during their first individual meeting.vii. Weekly research journals - TTE REU students complete weekly research journals. Each week, the students are given a question to answer in their journal entry. This semi- structured format provides meager guidance, but also provides students the flexibility to reflect on their overall research experience. These journals are reviewed by the respective E3S, COINS, or SynBERC Educational Director and used to monitor the student’s research progress and provide support outside of the research environment. In addition, these student thoughts are kept confidential among the program staff so that students have a safe
work supported by the National Science Foundation under GrantNo. DUE-1043833. Any opinions, findings, and conclusions or recommendations expressed inthis material are those of the authors and do not necessarily reflect the views of the NationalScience Foundation. Page 23.428.10 REFERENCES1. Meltzer, D., AC 2008-1505: Investigating and addressing learning difficulties in thermodynamics, 2008 ASEE Annual Conference, 11 pp.2. Meltzer, D.E. (2004). Investigation of students’ reasoning regarding heat, work, and the first law of thermodynamics in an introductory calculus-based general physics
. Though no calculations were performed in Page 23.433.7this demonstration, students were asked to reflect on their hypothesis from the previousexperiment on creep and consider the design implications with different materials that undergotemperature fluctuations.Lab 6: Stress ConcentrationIn Lab 6 students explored the effects of shape on the concentration of stresses. This lab waslargely a demonstration and observation experiment. Students were given two templates andasked to use those templates to cut out standard shapes (dog-bone and square-edge) of aluminumfoil. Using the same hanging setup as the copper wire tension experiment, students
”). Clearly, all knowledge outcomes received much higher scoresin post survey and in general we can observe a greater growth in year 2012, which reflected theeffect of improved implementation of CPBL in the 2nd project year. Analysis of two year dataconsistently proved that most of the biggest growths occurred in the learning outcomes directlyrelated by the class projects. For example, in CS470 offered in Winter 2012, the biggestincrements of the rating occur on the following outcomes, and all of them are directly addressedby in-class or after-class projects. • Knowledge of ARQ (Pre=1.58, Post=4.44, growth=2.86) • Knowledge of TCP flow control and congestion control (Pre=1.35, Post=4.11, growth=2.76) • Knowledge of network
, INSET’s success lies in recognizing the importance of involving CCfaculty in all aspects of program planning and execution. In particular, CC faculty’s input hasbeen key to the design of appropriate student activities, which are non-threatening, motivating,and which address the particular needs of CC students, while providing an environment thatoffers them greater opportunity to prosper and succeed. CC faculty also play a particularlycrucial role in identifying and recruiting high-potential candidates, especially those whose gradesmay not reflect their abilities and initiative. It is thanks to their encouragement and support thatthese students, who often lack both self-confidence and role models, are led to view INSET asnot only valuable but also
paramount in attaining this objective, and thus the cases are meantto provide the professional ethicists with critical information that will be used to structure ourongoing educational efforts with engineering professors. In addition, after reflecting on thesuccesses and failures of a two-day ethics workshop for engineering professors held two yearsearlier, the ethicists became convinced that the case method approach represented the mostpromising avenue for equipping engineering professors to teach ethics across the curriculum,and that subsequent workshops would rely heavily on this approach. So the inclusion of cases inthe survey was also intended as an introduction, albeit a brief one, to the types of situations thatwill be staple components of
fortunatestudent.Week Nine: Principles of Atomic Force MicroscopyIn this week, students were presented the basics of scanning probe microscopy and carried out a“Move a Wall” experiment, which was developed by the University of Illinois and illustratesseveral aspects of the operation of an Atomic Force Microscope (AFM).14 In this experiment,the small deflection that results from pushing on a brick wall is translated into sideways motionof a rod, which leads to the rotational motion of a mirror. By using the reflection of a laser off ofthe mirror onto a distant surface, students were able to determine that they had deflected the wallby mere micrometers. We then reconvened in the classroom to discuss results, and discussedmore AFM operating modes, exploring the
. Page 23.59.8AcknowledgementsThis material is based upon work supported in part by the National Science Foundation underGrant No. (DUE-1038154). Any opinions, findings, and conclusions or recommendationsexpressed in this material are those of the author(s) and do not necessarily reflect the views ofthe National Science Foundation. Portions of the work were also supported by the Golden LEAFFoundation.References1. National Academy of Engineering. The Grand Challenges for Engineering. 2012. [cited 2012 December 5]; Available from: http://www.engineeringchallenges.org/.2. National Academy of Sciences. Rising Above the Gathering Storm: Energizing and Employing America for a Brighter Economic Future, 2007, Washington, DC: National Academy
Colleges ,Volume 22 Issue 4, April 2007, p 252-259.3. Marilee J. Bresciani, Megan Moore Gardner, and Jessica Hickmott. DemonstratingStudent Success : A Practical Guide to Outcomes-Based Assessment of Learning andDevelopment in Student Affairs. s.l. : Stylus Publishing, 2010. 9781579225155.4. Sarah Earl, Fred Carden and Terry Smutylo. Outcome Mapping : Building Learningand Reflection into Development Programs. Ottawa, ON, CAN : IDRC Books, 2001.5. Closing the Training Loop with Enterprise Technologies and Solutions. Khawaja, KhalidW. Bonn, Germany : IBIMA, Managing Information in the Digital Economy: Issues andSolutions, 2006, pp. 716-719.6. A Task-Centered Instructional Strategy. Merrill, M. David. 1, 33-50, s.l. : Journal ofResearch on Technology
provide guidance andmentorship in capstone experiences that reflect these changes.However, notwithstanding the changes mentioned above, one thing that remains unchanged isthat small engineering departments, particularly departments housed in small liberal artscolleges, are faced with additional challenges. These challenges include working with limitedresources (budget, laboratory space, equipment) and the necessity for the instructor to superviseprojects outside of his or her area of expertise. Thus, it can be difficult to develop capstoneproject ideas that are realizable in this setting.Thus, for faculty members working in small engineering departments housed in small liberal artscolleges, it is a central goal to offer or help develop an array
grantat Wright State University. Any opinions, findings, conclusions or recommendations expressedin this material are those of the authors and do not necessarily reflect the views of the NationalScience Foundation or Wright State University.Bibliography1. McKenna, A., McMartin, F. and Agogino, A., 2000, "What Students Say About Learning Physics, Math and Engineering," Proceedings - Frontiers in Education Conference, Vol. 1, T1F-9.2. Sathianathan, D., Tavener, S., Voss, K. Armentrout, S. Yaeger, P. and Marra, R., 1999, "Using Applied Engineering Problems in Calculus Classes to Promote Learning in Context and Teamwork," Proceedings - Frontiers in Education Conference, Vol. 2, 12d5-14.3. Barrow, D.L. and Fulling, S.A., 1998, "Using
assessment report (FCAR). Faculty Course Assessment Report (FCAR)The faculty course assessment report (FCAR) is utilized by Faculty to summarize course levelobservations and actions. The FCAR (Figure 6) can be automatically generated for any courseand serves as a record for all qualitative and quantitative information for the course and related Page 23.88.11outcomes that are assessed. This report contains a breakdown of how well the course satisfied itsassigned outcomes, as well as information on the modifications made to the course, the studentfeedback, reflections, proposed actions, and grade distribution. Changes to any course can betracked
. AC Circuits Overview, AC Power and 3-Phase Systems: Complex algebra, the concept of phasor in AC circuits, AC power and power factor are reviewed. The nature and dynamics associated with R-L and R-C circuits for AC operation, balanced 3-phase circuits and basics of power system analysis and design are also explained. 2. Transformers : Ideal transformer current voltage relationships, turns ratio, reflected impedance, non-ideal transformers, losses, equivalent circuit model, calculation of model parameters, per-unit calculations for single and 3-phase systems, various connection configurations for 3-phase transformers are presented. 3. Inductance, Resistance and Capacitance of
State University. Office of the Chancellor. Executive Order 1047. “Special Sessions” May5, 2010. http://www.calstate.edu/eo/EO-1047.html accessed December 28, 2012.10 Estes, A.C., “Ten Years of ABET EC 2000: One Person’s Reflections” Paper 2012-3494. 2012 ASEEAnnual Conference and Exposition Proceedings, ASEE, San Antonio, June 10-13, 2012. Page 23.106.12