are readily found in textbooks, newspapers, speeches and policy documents across the 20thcentury) reflect this enduring framing of technical enterprise as invariably a welcomecontribution to general human welfare. In 1923, a journalist's profile of General Electricpresident Gerard Swope noted that the American engineer promises "industrial well-being, ofcreating greater happiness through the wider distribution of nature's gifts and resources, andthrough a general furtherance of the march of civilization."9 Prominent civil engineer WilliamBarclay Parsons, then supervisor of subway construction in New York City, told an audience atColumbia University in 1927, that "should our civilization perish, its ruins, if excavated, willdisclose that it
exit interview rubric can be found inAttachment B.Next StepsThe curriculum, pedagogy and assessment strategies reflect several months of research onteaming as well as lessons that the authors have learned over many years of participating in andleading teams. The next step is to determine if the curriculum does, in fact improve students‟knowledge of teaming and their performance within teams. Beginning in Spring 2011 theteaming curriculum will be integrated into a number of project-based Engineering Technologycourses and piloted over several semesters. Assessment data collected from these pilot groupswill then be compared to similar assessment data collected from other student groups who didnot have the benefit of deliberate instruction in
ding several survivor sto ories concernning its lack of adequate distributionn.Discussio onThe primmary purposee of the study y was to bettter understannd the naturee of student eengagementt andthe seconndary purposse was to stu udy the broad d implicationns of disasteers in educatiion. The autthorexplored the research h question, “What “ is the nature of syynchronous eengagementss between thhelearner annd the disastter event?” I extruded thhree educatioonal lessons learned by oobserving theestudent thhemes evolv ve. These aree reflections from the reaal-time disasster inquiriess in the areass ofcourse in nstruction, co ontent, and student
-minoritystudents. This higher rate of participation among minority students and the success of MathJam in enhancing their academic performance are reflected in the increase in enrollment intransfer-level courses since the program was initiated. Although enrollments in STEMtransfer-level courses have increased for all student groups and for all STEM areas, the rates ofincrease are significantly higher among minority students, especially for engineering,mathematics, and physics where minority student enrollment has traditionally been lower dueto inadequate high school preparation in math.The success of Math Jam has prompted Cañada College to institutionalize the program.Beyond the duration of the three-year Minority Science and Engineering Improvement
engineering programs (NorthernArizona University and the University of Utah) on a set of design and build problems funded bythe Grand Canyon River Outfitter’s Association (GCROA) with support from the National ParkService (NPS). This organizational structure reflects a primary objective of the capstoneexperience at the College of Technology and Innovation; to provide, in a project setting, aneducational experience consistent with professional practice. Student motivation was increasedas this project was part of a larger effort to enhance the environmental aspects of float tripsthrough the Grand Canyon. Thus, the curricular design “flavor” of the project is consistent withrecommendations from several recent engineering educational studies1,2 Such
understanding the deflection ofbeams, and students favor this method in solving the problems. (a) Quiz result on using MoI (b) Quiz result on using MoMF (overall average = 69.1%) (overall average = 79.7%) Fig. 14. Students’ performance in using MoMFIV. Concluding RemarksIn the method of model formulas, no explicit integration or differentiation is involved in applying Page 22.1380.15any of the model formulas. The model formulas essentially serve to provide material equations(which involve and reflect the material property) besides the equations of static equilibrium ofthe
with a procedure in which they haveseveral opportunities to acquire and demonstrate their knowledge. Also, repeating thelegacy cycle to solve several challenges becomes an iterative process that allows studentsto apply and reinforce knowledge in different contexts to achieve adaptive expertise. It isimportant to look ahead and reflect back after solving each challenge in order to leave alegacy and to accumulate knowledge and experience. The success of CBI depends greatlyon how well every step of the legacy cycle is prepared and performed by the learners andinstructors as a team. The Challenges Go
rocket time of flight (including descent), tflight. The evaluation scores were designed to give 2/3 ofthe total 30 maximum points to the predictive capability of each team’s rocket behavior which waspredominantly a reflection of the accuracy and rigor of the analytic and/or numerical models emergingfrom the engineering analysis background that was introduced in the early stages of the semester. Inthis manner, the students realized that trial-and-error experimentation prior to the launch was not goingto be as useful in winning the competition; rather the direct application of the theoretical backgroundwith some necessary empirical data was the essential proficiency for success.IVa. Engineering analysis background The primary concentration of
students’ motivation for their choice of major. The majority ofMechanical Engineering students (N = 86) chose their major because they liked ―MechanicalEngineering as a discipline,‖ while several noted that advice from peers, faculty, or familyinfluenced their decision to major in mechanical engineering. Less than 5% of these studentswho responded said that they ―wanted to focus studies,‖ and over 25% said that it was because ofthe ―flexibility of the requirements.‖In contrast, of the Cross-disciplinary Engineering Course 2-A undergraduates who responded (N= 54), over 10% said that they ―wanted to focus studies,‖ and over 25% said that it was becauseof the ―flexibility of the requirements.‖ These sentiments are also reflected in their comments
sites to experience the challenges withimplementing real world engineering problem solving in classroom settings. It requiredcontinuous innovation on the instructor’s end, to stay at the forefront of the engineering contentknowledge, and to be able to translate the knowledge in teaching.Other challenges are associated with evaluating success of students’ MEA solutions. Success intraditional engineering classroom problem solving is often evaluated based on standardengineering criteria – to calculate correct numbers and to produce working projects20.Traditional engineering problems do not reflect real-world engineering practice. MEA problemsolving looks more into satisfying user needs, where students produce solutions which aremathematical models
projects because the heart of the school year is whenmost project work is in full swing. To counter this issue, the TCROV team has, under thesupervision of adults, experimented with using their ROVs under the ice. Figure 10 shows aspecially designed (to be small and maneuverable) ROV being launched through an auguredopening.Figure 10: ROVs exploring under the ice, note the plant material under the ice roof. Also note the Page 22.1577.15excellent real-world physics demonstration of internal reflection of light off the water’s surface.The team has now developed safe protocols for using ROVs under the ice and has captured somefascinating video. These
other to achieve the common goal. • Face-to-face interaction: Team members do most of the work together. They provide assistance, encouragement, and feedback to the other team members. • Individual accountability and personal responsibility: Each team member is responsible for doing his/her share of the work, and is expected to master all necessary material. • Interpersonal and small-group skills: Team members use effective communication and conflict-management skills. Page 22.1254.6 • Group processing: Team members set common goals, reflect on team accomplishments, and make adjustments as
InteroperabilityPlans, DHS evaluated all 50 states with regards to the completion and effectiveness of theirSCIP. It was found that most states had completed their SCIP but many were behind inperforming regular exercises to verify those plans, did not plan for use of plain languagecommunications in their plans and rarely updated those plans to reflect training, equipment orstructural changes. As stated previously, these exercises are invaluable in establishing preexisting relationships. The fact that DHS has made available standards and templates hasallowed the states to make progress in documenting their operating procedures but many statesare still behind in verifying and refining those plans.AlternativesGiven that SDR is new technology with limited
campus is directly driven byenrollments and state allocation. Hence, administratively, there are varying degrees of resourcesavailable to each of the 15 regional coalition campuses to address challenges associated withstudent retention. To reduce this disparity and examine the effect of intervention strategiesrelative to the project scope and goals, the retention and academic pathways of STEM degreestudents at these campuses are being tracked as part of the Toys’n MORE project.7. Preliminary Results after Two Semesters of Implementation A. Demographic CharacteristicsBased on the first two semesters of implementation, demographic characteristics for theparticipants reflect the overall enrollment patterns in STEM disciplines across institutions
under grant numbers DUE-0618571 (CCLI Phase 2), DUE-0622466(STEP Type 1) and DUE-0817332 (CCLI Phase 3), and by a Teaching Enhancement Fund 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.Program InformationMore information on the Wright State model for engineering mathematics education (includingall course materials for EGR 101) can be found on the program website:http://www.engineering.wright.edu/cecs/engmath/Bibliography1. Kerr, A.D., and Pipes, R.B., 1987. “Why We Need Hands-On Engineering Education.” The Journal of Technology Review, Vol. 90
2. and Mointoring Activation 4. Reaction and 3. Control • Behavior Reflection • • Context Figure 1: Simplified Diagram of Pintrich’s Self-Regulated Learning FrameworkOur project is centered in the Motivation/Affect domain where we seek to understand how anintervention impacts motivation for learning. In this framework, as in much of Pintrich’s work,motivation is defined broadly and includes elements firmly grounded in a variety of differentmotivation theories 1, 4. Capitalizing on this broad definition, our
captured on a digital audiorecording. All students consented according to the university policy on human subjects socialscience research.To open the focus group discussion, the facilitator asked the students to reflect about the pre-class assignments and quizzes. In general, tell me your thoughts about the pre-class assignments and quizzes. The consensus was that the pre-class assignments and quizzes were beneficial because class time could be spent on examples. However, students thought the quantity of assignments was excessive; that turning in a paper each class was too much even though this was helpful to work on the material. Students admitted that the pre-reading would not have been done if it was not required.The first discussion
. Any opinions, findings, or recommendations are those of the authors and do notnecessarily reflect the views of the sponsors. Page 25.411.13References 1. Yamamoto, A., Nakashima, T., Higuchi, T., “Wall Climbing Mechanisms Using Electrostatic Attraction Generated by Flexible Electrodes,” International Symposium on Micro-NanoMechatronics and Human Science, 2007 (MHS ’07), pp. 389-394, Nov. 11-Nov. 14, 2007, Nagoya, Japan. 2. Berengueres, J., Tadakuma, K., Kamoi, T., and R. A. K. R. Kratz, "Compliant distributed magnetic adhesion device for wall climbing," in Robotics and Automation, 2007 IEEE International
28 95.82 4.56Boiling 2.80 0.49 3.23 0.84 2.57 0.85 15 95.70 10.0From table 2 the scores for the worksheets are observed to be consistently lower than those forthe textbook problems. This is attributable to the fact that the worksheets are more complex thanthe typical text book problem. The worksheets were crafted by the professor to reflect howcognition is developed in the domain, whereas most text book problems have similar solvedproblems within the text (indeed some of them are partially or completely solved in thecompanion solutions manual). Thus text book problems may not be as challenging as theworksheets. See appendix B for a typical worksheet and text book problem.A further look
. They utilizethree interdigitated (ID) cantilever beams to minimize the sensitivity to external vibrations.The students begin by calibrating the AFM. For this system, the laser spot is centered on the IDportion of the beam. Thus the reflected laser beam is not a focused spot, but rather a diffractionpattern. The laser and detector positions must be adjusted so that a single mode (preferably 0thmode) passes through the detector’s slit. Next, the students mount a sample and bring the tip intocontact. They must bias their system so that the z-displacement is centered around zero and theAFM is at its point of maximum sensitivity when the cantilever tip just comes into contact. Thesystem is calibrated by applying a cyclic z-input with the piezo
and, therefore, reflect the feedback that has been received from those highschool students who have participated as beta testers for the 40+ E-Clock™ kits that have beencurrently distributed.Wiki-based instruction / feedback – While the hardware and software design of E-Clock™ arecritical to the overall success and functionality of the project, the deployment strategy thataccompanies the platform is equally important. The industry is riddled with excellent productsthat have had limited success due to weak deployment strategies characterized by poor oroutdated documentation, insufficient customer service, or inadequate support material. With E-Clock™, the goal was to develop an all-inclusive online wiki-based solution that provides
to note thatthe system is self-measuring. Performance information is not sent to an external group ofmanagers. Figure 7. Students in Japan Working Together on the Manufacturing System Design8. Run and Re-Run Simulation Until the Team Achieves the System FRs. If, the systemdoes not achieve the FRs, the students re-design and re-run their plant simulation, until thesystem achieves each of the 6 FRs. The approach is that the student teams invent the 6 PSs toachieve the 6 FRs. In addition students may add additional FRs to the initial set of 6 FRs.9. Team Reflection and Coaching. After each simulation run, the students discuss theirobservations about the simulation run. The teacher helps students put into words theirobservations about the
the Subjectline for emailassignmentName=get(handles.edit1, 'String');subject=['Returned Graded ' char(assignmentName)];%Get inputpath of graded assignments from handles.browse and generate list of student names and IDSinputpath=getappdata(handles.browse, 'inputpath' );[na roster]=xlsread([cd,'\Class_Roster.xlsx']);lastname=roster(2:end,3);firstname=roster(2:end,2);blackboardID=roster(2:end,1);recipients=roster(2:end,4);% Modify these two lines to reflect% your account and password.myaddress = 'Grader@gmail.com';mypassword = 'password';setpref('Internet','E_mail',myaddress);setpref('Internet','SMTP_Server','smtp.gmail.com');setpref('Internet','SMTP_Username',myaddress);setpref('Internet','SMTP_Password',mypassword);props
more biomedically relevant experiment wasincorporated into the class. Rather than focusing on cell growth, a cell cytotoxicity experiment Page 25.21.3was developed based on appropriate ISO and ASTM standards (1-5). This experiment was 2motivated by lectures on biocompatibility and relevant biocompatibility tests for differentmedical devices, illustrating that cell cytotoxicity tests are required for all body-contactingmedical devices (1,6). At the same time, the amount of time required in lab both in and outsideof class was reduced to reflect the fact that the course was not a full credit course
their fieldworkportion. The assessment program has been reviewed and approved for use by MichiganTech’s Institutional Review Board. The presented results should be interpreted withcaution given the relatively low numbers in this quantitative study. While reflective of theprograms presented herein, additional years of data are needed before conclusions can betransferred to such programs in general at other institutions. A. Identity- Motivations Comparable to many international service experiences in developing communities, both programs within this study are options, and demanding ones at that. Understanding motivations becomes especially important to the student, their team, and their host community. This paper focuses
gotten right or wrong until much later.”Based on the above observations, we are planning to develop and assess the effectiveness ofthese unlimited assessment quizzes for all topics of a typical course in Numerical Methods.AcknowledgementsThis material is based upon work supported by the National Science Foundation under Grant Nos0717624, 0836981, 0836916, 0836805, and the Research for Undergraduates Program in theUniversity of South Florida (USF) College of Engineering. Any opinions, findings, andconclusions or recommendations expressed in this material are those of the author(s) and do notnecessarily reflect the views of the National Science Foundation
could be strengthened. Upon reflection, almost all curricular changessuggested and undertaken in the department, in regard to course enhancements, were recognizedto come from Part 1 of the instructor assessment (See Figure 1) rather than the numerical ratingsobtained from the student assessments or Part 2 of the instructor assessment. Part 1 is filled outby the instructor, where a portion of this form requires the instructor to identify strengths andweaknesses of the students based upon direct assessment. Requiring each instructor to evaluatethe performance of each course each semester generates a tremendous amount of ideas toimprove the curriculum in a manner that the numerical data, from either the instructor or thestudents, never does.The
Engineering Status and MaturityEngineering education has been subjected to in-depth study every decade or so, beginning withthe Mann Report in 1918.12 The most recent and authoritative study was conducted by the Page 25.95.12National Academy of Engineering (NAE) and published in 2005 under the title, Educating theEngineer of 2020.2 This section picks up on quality concerns for the 21st Century.Engineering in the 21st Century. Although acknowledging that certain basics of engineeringwill not change, this NAE report concluded that the explosion of knowledge, the globaleconomy, and the way engineers will work will reflect an ongoing evolution that
engineering design. The societal impact of theproject, Solar Energy Scavenging, also makes students more aware of what engineering can do toaddress current energy issues worldwide. Presently we are modifying the content of the projectto address the main concern that many students expressed in their reflection papers, i.e. the levelof complexity and the amount of time needed to complete the project. The project presentedabove, together with other projects proposed by the authors in the areas of renewable energy,energy harvesting and wireless sensor networks have been used to draw student’s interest in thefield of renewable energy sources, advanced and intelligent monitoring systems
Fe, NM: The SAR Press, pp. 117-141.47. Mikic, B. and Grasso, D. (2002). Socially-Relevant Design: The TOY-Tech Project at Smith College. Journal of Engineering Education, 91: 319-326.48. Ellis, G. W., Mikic, B., & Rudnitsky, A. (2003). Getting the "big picture" in engineering: Using narratives and conceptual maps. ASEE Conference Proceedings.49. Riley, D. Employing Liberative Pedagogies in Engineering Education. Journal of Women and Minorities in Science and Engineering, 9 (2): 137-158 (2003).50. Howe, S., Moriarty, M.A., and Errabelli, A. (2011). Transfer from Capstone Design: A Model to Facilitate Student Reflection. ASee Conference Proceedings, 2011.51. Cech, E.A. (2010). Trained to Disengage? A Longitudinal Study of