lab time (a 3-hour long lab and 1.5-hourshort lab) each week. Students are assessed through individual and group work withapproximately equal weight on visual communication skills, oral and written communicationskills, and design.Outside of these constraints, our instructors are free to design the courses as we feel is best forour students. One of the main goals of the courses is to stimulate a “deep approach” to learning,meaning that students should attempt to understand, rather than memorize facts and procedures,and learn to appreciate how the data from various subjects and their own experiences areinterrelated12. Similarly, the major components of the courses must be integrated so that theysupport and reflect each other in a coherent
problem-based learning (PBL) asapplied to medical education, students are presented with a patient case and engage in self-directed discovery of a diagnosis of the problem7. In the PBL approach students can seek outinformation from faculty who serve as tutors or consultants.Schon describes an architectural studio model where the design process is learned as “reflection-in action”8. The teaching model consists of a dialogue between the coach and student whereunderstanding is developed through communication and reflection about the design itself. AsSchon states the “dialogue has three essential features: it takes place in the context of thestudents’ attempt to design; it makes use of actions as well as words; and it depends onreciprocal reflection
student teams toapply the knowledge within an ongoing project instance that follows a specified process. Theresult is a highly iterative methodology evolving the student’s competencies in a rapid fashion.Each course in the Enterprise sequence follows this immersive approach to teaching softwareengineering concepts. For each concept, students are first exposed at a high level to the conceptand its importance to the software engineering profession. Students then undertake a problem-centered learning (PCL) exercise of some depth to gain working knowledge of specifictechniques realizing the concept or method. Then, in project teams, students are asked to applytechniques on complex, scalable projects. Teams then perform reflective learning
Society for Engineering Education, 2007 Everyday Project Management Products Archived as e-Portfolio: Evidence of Social Learning in an Engineering Design CurriculumAbstractElectronic portfolios (e-portfolios) have steadily increased in popularity in recent years as aplatform for students, teachers and programs to collect, reflect on and revise their work. E-Portfolios in education are ideally student-centered and outcomes-based, i.e. students use e-portfolios to evidence learning that showcases authentic work, connections between ideas andcourses over time, and culminating achievements. However, on-the-ground implementation of e-portfolios poses some practical challenges in meeting these goals. First, introducing e
expanded to include increased utilization as a collaboration tool betweenteams and community sponsors as well as a tool for peer to peer evaluation of project teamprogress.ReflectionFor the fall semester 2012, students were given reflective work as part of the course study.Students were asked to reflect on the following questions: 1. Did having a “real” customer improve your performance? Explain 2. Did you feel that you were helping the community with the project? Explain. 3. Do you see yourself doing service in any community in the future? Has this class experience changed that outlook?Eighty-five percent of students felt that having a “real” customer improved their performance,while 11.5% stated that their experience was improved
scientific, mathematical and highly technical concepts is connected to beingable to represent ideas in a form that can be used as a “didactical object”9 as something that canbe a focus of conversation. An object (e.g., drawing, graph, diagram) is not didactic in and ofitself. It becomes didactic because of the conversations it can enable between persons who haveconceived the object as something important to talk about. In addition, it is not only the objectthat can enable such conversations. The process of creating the object can also be a focus forconversation and reflection. Thus, it is important for students to be able to experience the processof creating a representation (representing) as well as the finished product (a representation). A
Aspects of Biomaterials. As part of this course, the undergraduates participatein a semester-long project, entitled “Body by Design,” in collaboration with a children’s museumand a 5th grade elementary science class. At the start of the course, the undergraduates evaluatetheir own personal learning styles (active vs. reflective; intuitive vs. sensing; sequential vs.global; visual vs. verbal). Students are then matched up in groups of four with balanced learningstyles, major, and gender. The undergraduates are simultaneously enrolled in a skills laboratorythat provides a framework for oral and written communication, teamwork, and effective teachingstyles. Within this framework, the undergraduates are continually surveyed and assessed on
to any introductory academic engineering exercise that deliberately aims to incorporate as many aspects of real-‐engineering as possible in order to create an experience that accurately reflects the practice of engineering. For incoming students, up to the point when they arrive on a college campus, most introductory engineering activity is intended to entice or awaken the student to the possibilities of engineering. ECIE exercises, on the other hand, aim for accuracy of practice as a counter measure to downstream attrition resulting from shifting perceptions of engineering as students
, reflections on the class, and recommendations. Learn to be better observers and learners of leadership lessons in current and future venues.Class Assignments and ActivitiesBefore the first day of class, students are given electronic access to the class information andtheir own electronic journal (e-board) for their daily leadership reflections. The class informationincludes the syllabus and structure of the seminar, expected daily activities, brief biographies ofthe visiting speakers, and resumes and pictures of the scholars. Course booklets since 2008 havebeen kept as .pdf files and are available from the author via email request.Students are also asked to prepare an autobiography of themselves before the first day of class.The autobiography is the
majorrequiring fluid mechanics were asked two questions reflecting basic fluid mechanics, to testwhether the course had in fact been helpful in overcoming common misconceptions.Grade data was separately gathered without identifying information using the StudentInformational System (SIS). Data was gathered for all students having taken major-requiredfluid mechanics courses and one of the design course options from the honors first-year program.Not all majors had students from both the nanotechnology and robot courses; those majors werenot used in determining relative performance. A non-usable number of students from theinfrastructure option had taken a fluid mechanics course, so only the robot and nanotechnologycourses were compared. Data was used for
thedepartment’s course lesson plans in the late 1980’s. Assessment of student learning aboutapplication of sustainable design principles became a specific criterion of the engineering impactstudent outcome in the department’s assessment plan in 2008.Results of student work assessment presented in the paper demonstrate that, although studentscould reflect thoughtfully on sustainability principles, they struggled to demonstrate rational,comprehensive application of these principles to the design process. The evidence suggested adifferent approach to learning sustainable design was needed. Dialogue with practitioners andindustry experts reminded the department that sustainable design is just “good engineering” thathas been present in the curriculum for
thisconversation, the participants were given a variety of children’s books on the cultures to reviewprior to the discussion. In the second session, the participants discussed the relation betweenculture and food. This discussion culminated with the children creating cultural artifacts usingbreads from different cultures. In the third sessions on culture, the researchers asked theparticipants to reflect on the types of clothing worn in different culture. After this reflection, theparticipants crafted a piece of clothing using art supplies that expressed their personal culture. All workshops involved programmable Lego bricks and the Robolab programmingsystem as the primary technology. The first three sessions (or seven sessions for the
writing reflective notes about methodologicalquestions, concerns, and ideas. Records of observations is maintained in the observational protocol containing notes takenduring the observation and reflective notes of the researcher’s methodological questions,concerns, and ideas. The main researcher takes a non-participatory observer role, taking recordsand notes without becoming involved in the activities of the participants. Denzin (1989) sees interviewing as “face to face verbal interchanges in which one personattempts to elicit information or expressions of opinions or belief from another person orpersons26 “. Interviews allow informants to express their own understanding in their own terms.Interviews range from highly structured close
Session 3615 LEADERSHIP 101 DEVELOPING THE LEADER IN ENGINEERING AND ENGINEERING TECHNOLOGY STUDENTS Robert Martinazzi, Andrew T. Rose, Jerry Samples University of Pittsburgh at Johnstown“The one quality that can be developed by studious reflection and practice is leadership.” General Dwight EisenhowerAbstractConventional wisdom defines leadership as a skill and as such it can be learned. The questionbecomes one of where to begin when teaching leadership skills? Researching the voluminousamount of leadership material
of user interaction will bereflected immediately in the 3D real world scene and the 2D rendering result. The webwarewas written by using the GL4Java library that provides native OpenGL binding for Java. NateRobin’s well-known demos were implemented. These include translation, projection, lighteffect, texture mapping, and so on. New demos were also developed with pedagogicalconsiderations in mind to emphasize the differences between model transformation and viewtransformation. Although the webware is designed for computer graphics learning themethodology is generic and can easily be applied to other disciplines or courses that requireheavy visual presentation. This webware reflects our long-term efforts to develop web-basedcourse material to
conventional wisdom is that we must resignourselves to a tradeoff. Fortunately and serendipitously for us, we believe that we have stumbledupon an innovative idea that kills three birds with one stone. The traditional curricula inelectrical engineering and physics require students to take at least one semester of anelectromagnetics course. In our case this happens to be ENEE 380, which is equivalent to PHYS315. Table 1 lists the catalogue course descriptions. This course introduces students toelectrostatics, vector calculus, Gauss’s law, Stokes’s theorem and culminates with anintroduction to Maxwell’s equations. Many electrical engineering and physics curricula requirestudents to follow this with a sequel that explores wave propagation, reflection
been developed since6,7.Indeed, the Learning Style Assessment Profile kit8 contains 24 independent scales that “diagnosea student’s cognitive style, as well as perceptual, affective, and environmental styles.”These instruments vary widely in their complexity, ease of administration, and the quality ofinformation the results provide, both for teachers and students. Additionally, these instrumentspurport to measure different dimensions9, ranging from Harb’s10 feeling/watching/thinking/ Page 5.504.1doing to Felder and Silverman’s6 sensory-intuitive/visual-auditory/inductive-deductive/active-reflective/sequential-global.This has enormous implications
joining of both academic coursework and community service with key featuresincluding reciprocity, reflection, and community-expressed needs. Previous studies have shownpositive effects of service-learning on a wide variety of cognitive and affective measures, manyof which match the criteria of ABET (for example, those dealing with interdisciplinary teams,ethical responsibility, impact of engineering in a global and societal context, and effectivecommunication). Examples of service-learning in engineering range from first-year designcourses coupled with local schools at University of South Alabama and at University of SanDiego to senior and graduate courses at University of Massachusetts Lowell coupled with a localHabitat for Humanity chapter and
engineering technologyfaculty learning style preference, show that preferences vary considerably between the variousgroups. Dr. Felder's studies show that undergraduate engineering students prefer a learning stylewith an emphasis on sensing, visual, deductive and sequential teaching, with no distinctpreference between active and reflective teaching methods. In contrast, engineering faculty, ingeneral, prefer intuitive, visual, inductive, reflective and sequential learning styles. Engineeringtechnology faculty tend to prefer sensing, visual, deductive and sequential methods, with nodistinct preference between active and reflective methods. Dr. Felder's studies and philosophiessupport the objectives of this project to assess student perceptions and
the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright © 2001, American Society for Engineering Educationflow in the actual transistor. An incident voltage Ei1 at the input will divide, part will be reflectedback through the S11 path and the remainder transmitted to the output through the S21 path.Similarity a signal Ei2 incident at the output will divide, part will be reflected back through the S22path and the remainder transmitted to the input through the S12 path. Assuming signals exist atboth ports, the reflected voltages can be represented in terms of the incident voltages and the sparameters using the following relationships: Er1 = S11Ei1 + S12Ei2 Er2 = S21Ei1
method of avoidingall other known methods. If the claim were absolutely true, it would lead to purely randomaction, without reflection [10] or learning.Use of a method usually involves applying some heuristics [11] to help in solving the problem.This discussion should be coupled with the idea of "putting theory into practice" – which shouldrather be stated as "putting theory behind practice," or "underpinning practice with theory." Asimilar falsehood consists of "technology transfer," implying transfer only from research intoindustry, i.e. from theory into practice. Transfer always goes both ways, even though some Page 3.234.3spectacular "high
data set is taken. Within this context: • There is a gradual reduction in the amount of direction offered in the lab handouts,coupled with an increased frequency of answering a question with an experimental question. • There is an active encouragement for creative experimentation (and fun) through a moreleisurely and reflective pace of experimental activity. The relaxed pace of the laboratory allowsfor peer group teaching and learning. Students are free to look at a variety of experimentalsolutions, generated by their peers, and incorporate a variety of ideas in their own approach.Prior to computerization, however, alternative experimental approaches often remainedunexplored because: • Data acquisition was often tedious; so
most recognized and valid method to quantify maturation of college students’intellectual abilities relies on developmental process models such as Perry’s model of intellectualand ethical development [4] and King and Kitchener’s Reflective Judgment model [5]. Thesemodels measure students’ positions along a hierarchical construct of stages representingincreasingly more sophisticated ways of understanding and solving complex problems. Astudent’s position on the Perry or Reflective Judgment model scales is measured using one ofthree techniques: 1) a videotaped or audiotaped interactive interview conducted by a trainedexpert, and evaluated by a second trained expert, 2) a written essay exam scored by a trainedexpert, or 3) a multiple choice
academia.In two biological engineering courses, a freshman level course at Louisiana State University(LSU) and a senior level course at the Ohio State University (OSU), student portfolios were usedto as a tool to bridge the academic-industrial gap. We, the instructors, illustrated to our studentsthe use of portfolios in industry through sharing company technical marketing documents,statement of qualifications packages, and individual employee annotated resumes. We assignedstudent portfolios that reflected their use and importance in industry, and promoted comparisonsbetween student portfolios and their industry counterparts.Assessment of student performance and ABET 2000
obtainedopinions and descriptive data instead of reflective accounts. Interviews are difficult to dobecause people are not always honest or sometimes may not realise or be aware that theyknow something. In addition, the wording and the sequencing of the questions can alterthe answers to the questions.Qualitative studies begin with research questions and the research methodology andmethods are chosen to best answer these questions. The methodology could bephenomenology, case studies, participatory research and/or action research to name but afew. For example, action research is an iterative research process intended to change theresearcher’s own behaviour and hence is often employed in practitioner-based education
see in soap bubbles and the ‘rainbow’ effect in some oil slicks are examples ofthis same thin film phenomenon. Closely related are the iridescent colors that appear on CDsand DVDs, and in some bird feathers, butterfly wings, and some beetles. These result from thematerial having a regular, repeated structural unit that is about the same size as the wavelength oflight – a few hundred nanometers.How does this work?Why does the clear liquid become a colorful film?As the small drop of liquid spreads out on the water, its thickness decreases to a few microns. (Amicron is one thousandth of a millimeter.) The bright iridescent colors in the film result from theinterference of light reflecting back from the top and bottom of this thin film.Most light
relevance of the model to the real world - interpreting and verifying data produced by the modelThe intervention was implemented as the course material in conjunction with the students’ seniorcapstone design work. The general pedagogical approach taken with the activities was to allowthe students to attempt the activities followed by a discussion/lecture about the ideal processes. Page 22.688.3An added reflection component was implemented midway through the course based on instructorfeedback that suggested students were unclear about the purpose of the activities. The activitysimply asked the students to write a short reflection on why the
engineering laboratories with accessavailable to all faculty and students, mainly for classroom use. Many electrical/computerengineering leading industries use MATLAB and its toolboxes.Waves on Transmission LinesIn a transmission lines first approach towards teaching electromagnetics, students are first (a) (b) Figure 1: MATLAB movie snapshots taken (a) just before and (b) just after wave is incident on the load. The incident wave is blue and reflected wave is red. Page 15.509.4exposed to wave behavior on transmission lines
writing material they had at their disposal. At the time, itmade sense to lecture, as a basic requirement for learning is having access to the knowledge andit was the only way to do so. Since those days, not only has printing technology evolved, but newmedia have emerged; understanding of cognitive processes has progressed, learning theorieshave been developed and tested, new methods and tools have been created. Yet, practices used inmost of our engineering faculties and schools do not reflect this wealth of knowledge.One of these practices concerns the way we go about creating a new course or even a newcurriculum. This paper presents the concept of instructional engineering (IE), in emergence forthe last 40 years in the field of education. The
Session 1763 An Examination of Vendor-Based Curricula in Higher and Further Education in Western Australia G. Murphy, G. Kohli, D. Veal and S. P. Maj Edith Cowan University, Perth, WA, AustraliaAbstractVendor-based curricula are becoming increasingly prevalent in two-year college (Technicaland Further Education (TAFE) courses and in University programs in Western Australia.This reflects a world-wide trend in the provision of such programs; for example, in October2003 Cisco Systems reported that there were over half a million students enrolled in CiscoNetworking Academies in 150