from one college, however analysis of faculty lesson plans separated by college hasnot yet been conducted. What can be seen are the ways that this group of faculty have integratedmaker-centered learning into their diverse courses. The considerable diversity in strategiesimplemented could be a result of both the diversity of faculty as well as the course topics.Acknowledgements This material is based upon work supported by the National Science Foundation underGrant No. EEC 1531375. 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.References[1] H. (2018, September). Why did Maker Faire start? And, what
for Faculty Development,” J. Eng. Educ., vol. 99, no. 2, pp. 121– 134, Apr. 2010.[5] M. S. Garet, A. C. Porter, L. Desimone, B. F. Birman, and K. S. Yoon, “What Makes Professional Development Effective? Results From a National Sample of Teachers,” Am. Educ. Res. J., vol. 38, no. 4, pp. 915–945, Dec. 2001.[6] C. J. Berger and V. Berger, “Academic Discipline: A Guide to Fair Process for the University Student,” Columbia Law Rev., vol. 99, no. 2, pp. 289–364, 1999.
, B., Lane, J. L. (2005). The dynamics concept inventory assessment test: A progress report and some results. Proceedings of the 2005 ASEE Annual Conference and Exposition, Portland, OR.[5] Streveler, R. A., Litzinger, T. A., Miller, R. L., Steif, P. S. (2008). Learning conceptual knowledge in the engineering sciences: Overview and future research directions. Journal of Engineering Education, 97 (3):279-294,.[6] Flori, R. E., Koen, M. A., Oglesby, D. B. (1996). Basic Engineering Software for Teaching (BEST) dynamics. Journal of Engineering Education, 85(1), pp. 61-67.[7] N. Fang, Y. Guo. (2016). Interactive computer simulation and animation for improving student learning of particle kinetics. Journal of Computer Assisted
others were all placed and secured inside here. The components are shown in Fig. 9.Side panels could be unscrewed from either side of the support base to access or modify thesecomponents. On the front of the support base we developed a user-friendly control panel (see Fig10) which had an on/off button, up and down buttons, and increase and decrease speed buttons.Fig. 8 CAD assembly of the portable mechanical tester (a) (b) (c) (d)Fig. 9 (a) Arduino (b) Nema23 Stepper motor linear stage (c) AMT10 modular incrementalradial encoder, (d) S-type Beam High-Precision Load CellFig. 10 Control panelFig. 11 Back plateThe back plate (Fig. 11) had to be specifically designed to attach to
(students working in teams to compete Lego car assembly) will engage many of my students.” “The simulation is designed to represent craft production from the late 1800's. Students will be excited about its game style learning opportunities.” “Students like to get hands on with research. They will get the opportunity to use a CNC machine and cut many samples. We will then be able to collect data on those samples using a clamp-on Amp meter and a light sensor. Due to the fact that they were the ones that cut the samples, I think they will take more ownership on the data collection portion and get better results.”5. ConclusionsManufacturing simulation is an effective technique to teach the basic
fluorescence images of differentiated and non-differentiated 3T3-L1s. Images should include appropriate titles and captions. 3T3-L1 characteristics. Cell characteristics, including doubling time, morphology, adherent vs. non-adherent, etc. 3T3-L1 culture conditions. Briefly describe the growth requirements and maintenance of 3T3-L1 cells (media, BSL, etc.). You do not need to include protocols. Uses of 3T3-L1 cells. Based on your data, propose what research area(s) and experiments 3T3-L1 cells are well suited for and why.Pharmaceutical DrugIn the pharmaceutical drug module, students imagine they are working at a pharmaceuticalcompany studying a new
toincrease the number of students taking electromagnetic electives within theuniversity which will have a direct impact on improving the quality of engineersproduced for the workforce.References:[1] Different Strategies for Preparing Students to Tackle the RF EngineeringChallenges of Tomorrow: A Panel Discussion. (2018). In: ASEE AnnualConference and Exposition.[2] L. E. Donohoe, J. Urbina, T. Kane, and S. G. Bilen, “ASEE 123rd AnnualConference,” in Developments in the Teaching of Engineering Electromagneticsfor Improvement in Student Interest and Understanding.[3] Wankat, P. and Oreovicz, F. (1993). Teaching Engineering. [ebook] PurdueUniversity Press, pp.168-188. Available at:https://engineering.purdue.edu/ChE/aboutus/publications/teaching_eng
and Current Laws, see Table 1) was split into two topics, resultingin 11 total mastery topics. In addition, students are now required to earn at least 70% of the totalnumber of possible points in order to obtain a C, instead of only requiring demonstrating ofmastery. This scheme will subsequently remove the outliers observed in Figure 2. It will alsoreduce the burden on the instructor with respect to making a strict determination of whether astudent will pass or fail very early in the semester.References[1] B. S. Bloom, “Learning for Mastery. Instruction and Curriculum. Regional Education Laboratory for the Carolinas and Virginia, Topical Papers and Reprints, Number 1,” Eval. Comment, vol. 1, no. 2, May 1968.[2] W. J. Leonard, C. V
. Perhaps the most inspired application of the UbD philosophyconcerns lean manufacturing. This set of manufacturing principles introduced by Toyota in the1970’s [15] has become very important to the industry. Graduates of this program need to bewell versed in it.After thoughtful consideration, it was decided there would be no course on “lean.” A major UbDprinciple is that all topics should somehow connect to the big ideas. Lean manufacturing iscertainly a fundamental idea and all topics in the program should in some way connect to it. Sorather than a course on lean, it was decided lean would be taught in every course.This was not haphazardly implemented. Every element of lean, from simple tools to the majorideas, were listed and then assigned to
option(s). For the purpose of this study, regardless of thenumber of options offered by a given program, the program was only counted once. Thisdecision was made based on an assumption that the core courses required were the same for alloptions and a precedence established by Keith and Talbott7 .In addition, there were 32 campus associated with one of the institutions. The data do notindicate which programs and program options were offered by those campus. For the purpose ofthat institution, all programs and program options were collapsed into a single institution.At a few institutions, the same CIP Code was assigned to more than one program. In thoseinstances, each program was included in the total count of ATMAE accredited 2-year
ofabstraction.Bibliography1. Bashar Nuseibeh. "Weaving together requirements and architectures." IEEE Computer 34.3 (2001): 115-119.2. Jane Cleland-Huang,., Hanmer, R. S., Supakkul, S., & Mirakhorli, M., "The twin peaks of requirements and architecture." IEEE Software, 30.2 (2013): 24-29.3. Matthias Galster, Mehdi Mirakhorli et.al. “Views on Software Engineering from the Twin Peaks of Requirements and Architecture,” ACM SIGSOFT Software Engineering Notes, September 2013 Volume 38 Number 5, pp. 40-424. Karl Wiegers and Joy Beatty, Software Requirements, 3rd Edition, Microsoft Press, 2013.5. Len Bass, Paul Clements and Rick Kazman, Software Architecture in Practice, 3rd Edition, Addison-Wesley, 2013.
Analysis Report. National Center for Education Statistics, (001). Retrieved from http://eric.ed.gov/?id=ED5444703. Feist, G. J. (2006). The development of scientific talent in Westinghouse finalists and members of the National Academy of Sciences. Journal of Adult Development, 13(1), 23–35.4. Moon, S., Hershey, James, & McMahan, S. (n.d.). A Case Study of Evaluating Undergraduate Research Courses as High-Impact Practices Fostering Student Learning Outcomes. Retrieved from http://www.fullerton.edu/analyticalstudies/presentations/AIR_UndergResearch_HIPS_Sunny_vFinal.pdf5. Council on Undergraduate Research. (n.d.). Frequently Asked Questions: What is the definition of Undergraduate Research? Retrieved January 23, 2016, from http
importance. This will help put all of theresults into the context of the larger picture of the MDC program.References1. Miller, R.L. and Olds, B.M., “A Model Curriculum for a Capstone Course in Multidisciplinary Engineering Design,” Journal of Engineering Education, 83(4), 1994, pp. 311-316.2. Todd, R.H., Sorensen, C.D., and Magleby, S.P., “Designing a Senior Capstone Course to Satisfy Industrial Customers,” Journal of Engineering Education, 82(2), 1993, pp. 92-100.3. Howe, S. and Wilbarger, J., “2005 National Survey of Engineering Capstone Design Courses,” in Proceedings of the Annual Conference of the American Society of Engineering Education, 2006.4. Todd, R.H., Magleby, S.P., Sorensen, C.D., Swan, B.R., and Anthony, D.K., “A
sheet. At aminimum, each process included: A reactor with catalyst Incorporation of recycle streams to maximize reactant conversion Incorporation of a separation system(s) Heat exchange network (with the eventual goal of applying heat integration principles to conserve energy) The following deliverables were required for the first design project report: Identification of raw material costs and selling price of the product Detailed process flow diagram with all major pieces of equipment identified and conditions specified Develop and effectively communicate the material and energy balances for the process (and each major piece of equipment).Design Project II Each team had to provide detailed
Characterize Differences Between Engineering Majors. Proceedings of the ASEE/IEEE Frontiers in Education Conference, Oklahoma City, OK. 13. Faber, C., Grigg, S., Kirn, A., Chasmar, J. and Benson, L. (2014). Engineering Student Motivation and Perceived Metacognition in Learning Communities. Proceedings of the 2014 ASEE Annual Conference, Indianapolis, IN. 14. Kirn, A. and Benson, L. (2015). Engineering Students’ Perceptions of the Future: Exploratory Instrument Development, Proceedings of the ASEE 2015 Annual Conference, Seattle, WA.15. Benson, L. and Borrego, M. (2015). Guest Editorial: The Role of Replication in Engineering Education Research. Journal of Engineering Education, 104(4):388–392.16
Should Know About Flipped Classrooms, " EDUCAUSE Learning Initiative, 2012. Web. 20 May 2013. [4] Bachnak, R., and Maldonado, S. A., “A Flipped Classroom Experience: Approach and Lessons Learned”, Proceedings of the 121st ASEE Annual Conference & Exposition, Indianapolis, June 2015.[5] Mason, G., Shuman, T. R., and Cook, K. E., “Inverting (Flipping) Classrooms – Advantages and Challenges”, Proceedings of the 120th ASEE Annual Conference & Exposition, Atlanta, June 2013.[6] Margulieux, L. E., Bujak, K. R., McCraken, W., M., and Majerich, D., “Hybrid, Blended, Flipped, and Inverted: Defining Terms in a Two Dimensional Taxonomy”, 12th Annual Hawaiian International Conference on Education, January 2014[7
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persistence.Journal of Engineering Education. 2005; 94(4); 419-425.2. Besterfield-Sacre M, Atman C, Shuman L. Characteristics of freshman engineering students: models fordetermining student attrition in engineering. Journal of Engineering Education. 1997; 86; 139-149.3. Chemers M, Hu L, Garcia B. Academic self-efficacy and first-year college student performance and adjustment.Journal of Educational Psychology. 2001; 93(1); 55-64.4. Huang S, Fang N. Prediction of student academic performance in an engineering dynamics course: developmentand validation of multivariate regression models. International Journal of Engineering Education. 2010; 26(4);1008-1017.5. Huang S, Fang N. Predicting student academic performance in an engineering dynamics course: a
variability compared to the control group which was inferred fromthe test group low standard deviation. This supported the underlying hypothesis that the proposedmodel can improve student performance and provide an effective learning environment insidethe classroom. 0.06 Group Mean StDev N Con trol 2.273 9.234 6 Tes t 12.71 6.680 10 0.05 0.04 De n s i t y 0.03 0.02 0.01 0.00
Tool, in Pedagogical Applications and Social Effects of Mobile Technology Integration, Keengwe, S., Ed (2013)7. Connor, K., Meehan, K., Ferri, B., Walter, D., Astatke, Y, Chouikha, M., Collaborative Research: Center for Mobile Hands-On STEM, ASEE Annual Conference, Indianapolis, IN, June 20148. Connor, K., Newman, D., Morris-Deyoe, M., Flipping a Classroom: A Continual Process of Refinement, ASEE Annual Conference, Indianapolis, IN, June, 20149. Connor, K., Meehan, K., Ferri, B., Walter, D., Astatke, Y,, Collaborative Research: Center for Mobile Hands-On STEM, ASEE Annual Conference, Seattle, WA, June 201510. Connor, K., Newman, D., Morris-Deyoe, M., Lamendola, J., Transition to New Personal Instrumentation in a Flipped
Using a Flipped Classroom Model ASEE Annual Conference and Exposition, Seattle, WA. 10.18260/p.24811[5] Swift, T. M. and B. Jean Wilkins (2014). A Partial Flip, A Whole Transformation: Redesigning Sophomore Circuits. ASEE Annual Conference and Exposition. Indianapolis, IN, ASEE.[6] Clemens, B. M., C. Nivargi, et al. (2013). "Adventures with a Flipped Classroom and a Materials Science and Engineering MOOC : “Fools Go Where Angels Fear to Tread”." Materials Research Society Symposium Proceedings 1583.[7] Marks, J., K. J. Ketchman, et al. (2014). Understanding the Benefits of the Flipped Classroom in the Context of Sustainable Engineering. ASEE Annual Conference and Exposition. Indianapolis, IN, ASEE.[8] Mason, G. S., T. R
: Visions of Engineering in the New Century. (The National Academies Press, 2004).7. Grover, S. & Pea, R. Computational Thinking in K–12 A Review of the State of the Field. EDUCATIONAL RESEARCHER 42, 38–43 (2013).8. Partovih, H. Transforming US education with computer science. in 45th ACM Technical Symposium on Computer Science Education, SIGCSE 2014, March 5, 2014 - March 8, 2014 5 (Association for Computing Machinery, 2014). doi:10.1145/2538862.25547939. Nikou, S. A. & Economides, A. A. Measuring student motivation during ‘The Hour of Code’ activities. in 14th IEEE International Conference on Advanced Learning Technologies, ICALT 2014, July 7, 2014 - July 9, 2014 744–745 (Institute of Electrical and Electronics Engineers
joining SDL he worked for EDS as the Western US Regional Lead Application Engineer and prior to EDS he worked for 3D Systems, promoting rapid prototyping and rapid tooling technologies visiting 100’s of leading design and manufacturing companies around the world. He holds 3 patents developing the product from concept to market, selling the patent rights to independent investors. John enjoys writing and has published multiple articles in BYU Studies. In an earlier life he played full time as a circuit guitarist in Australia. c American Society for Engineering Education, 2016 Creativity Enhancement via Engineering Graphics: Conceptual Design Blending
R. J. Puerzer, “The Smaller Engineering School and its Industrial Advisory Board; An Effective Partnership?,” in ASEE /IEEE Frontiers in Education Conference, Boston, MA, 2002.[3] R. Greenlaw, “Setting Up and Maintaining A Strong Industrial Advisory,” Journal of Scientific and Practical Computing, vol. 3, no. 2, pp. 23-34, 2009.[4] S. R. Genheimer, “The Effectiveness of Industry Advisory Boards in Engineering Education,” University of Oklahoma Graduate College (PhD Thesis), Oklahoma, 2007.[5] D. J. Bremner, “Analysing the IoT Ecosystem: the Barriers to Commercial Traction,” in Embedded World 2016, Nurenberg, 2016.[6] M. E. Porter, “The Five Competitive Forces that Shape Strategy,” Harvard Business Review, vol. 86
and skills. Finally, the students gave qualitative feedback on the way in which the EWB Challenge was taughtat Colorado State University, picking up on some of the same failings in implementation due to the pilotnature of the program but also providing ideas for improvement for future course offerings. A graphicrepresentation of their feedback shown in Figure 8 below, illustrates the feedback in collated form, withthe most repeated words being the largest. It is interesting to see that design, culture, ideas, group,problem(s), learning and working were common themes rather than the technical aspects of the designproblems themselves, reflecting on the engagement with professional skills (ASEE, 2013) the instructorshoped would be focused on
, by states. Washington D.C.: National Academies Press. 2. National Research Council. (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. Washington, DC.: The National Academy Press. 3. National Research Council. (2004). Engaging schools: Fostering high school students' motivation to learn. Washington, DC: National Academies Press. 4. Roehrig, G. H., Moore, T. J., Wang, H. H., & Park, M. S. (2012). Is Adding the E Enough? Investigating the Impact of K‐12 Engineering Standards on the Implementation of STEM Integration. School Science and Mathematics, 112(1), 31-44. 5. http://www.eie.org/eie-curriculum/curriculum-units/water-water-everywhere-designing-water
develop hybrid educational modules linked to engineering grandchallenges to improve science and math concepts in k-12 curriculum.References 1. Ward, J. S., & Fontecchio, A. (2012, October). Work in progress: The NAE Grand Challenges, high school curricula and Graduate student research. In Frontiers in Education Conference (FIE), 2012 (pp. 1-2). IEEE. 2. Davis, V., Raju, P. K., Lakin, J., Davis, E. (2016). Nanotechnology Solutions to Engineering Grand Challenges. American Society of Engineering Education Annual Conference. 3. Mote Jr, C. D., Dowling, D. A., & Zhou, J. (2016). The Power of an Idea: The International Impacts of the Grand Challenges for Engineering. Engineering, 2(1), 4-7 4. Thomas, J. W. (2000). A
engineering texts on classical controls, linear systems, and multivariable control. Dr. Rodriguez has given over 70 invited presentations - 13 plenary - at international and national forums, conferences and corporations. Since 1994, he has directed an extensive engineering mentoring-research academic success and professional development (ASAP) program that has served over 500 students. These efforts have been supported by NSF STEP, S-STEM, and CSEM grants as well as industry. Dr. Rodriguez’ research inter- ests include: control of nonlinear distributed parameter, and sampled-data systems; modeling, simulation, animation, and real-time control (MoSART) of Flexible Autonomous Machines operating in an uncertain Environment
surveyed said they would consider implementing laptopcomputers, 68.7% said they would consider implementing tablets, and 56.7% said they wouldconsider implementing iPod or iPod touch to deliver digital instructional materials. According toApp Store Metrics, the iTunes App StoreSM currently has over 90,000 education apps10.Consequently, M-Learning continues to be a major technology trend as we move in future.Currently, for the remote laboratory applications development, more and more remote laboratorysoftware systems have selected web services technology and Service Oriented Architecture (SOA)to implement the Browser-Server (B/S) architecture remote laboratory11,12. To integrate theremote laboratory application to mobile devices (e.g., PDAs
Simulation of Construction Works, Virtual Simulation of Construction Works, Prof. Jae-Jin Kim (Ed.), ISBN: 978-953-307-518-1, InTech.9. C. L. Johnston and D. Whatley, (2006), Pulse!! - A virtual learning space project. Studies in health technology, and informatics (MMVR14), 119:240–242, 2006.10. Creem-Regehr, S. H., Willemsen, P., Gooch, A. A., Thompson, W. B., (2005), The Influence of Restricted Viewing Conditions on Egocentric Distance Perception: Implications for Real and Virtual Environments. Perception 34, 2,191–204.11. Lee,C.H., Liu, A., Del Castillo, S., Bowyer, M., Alverson, D., Muniz, G., Caudell, T.P., (2007), Towards an immersive virtual environment for medical team training, Stud Health Technol Inform.,125:274-9.