building at all times, withchildren off task. Instructions are not good enough to use without help.” These observationnarratives make apparent the range of student engagement in the lessons and the nature of theirengagement, both of which may reflect the learning that was anticipated to be taking place.Through our coding of observation narratives it also became apparent there were a range ofinteractions among students and between students and teacher. For example, during one lessonthe observation was made, “Focus and joy in classroom were obvious. Lots of give and take withstudents, and emphasis on doing and re-doing to make things work,” and in another “Whenstudents were turned loose, they designed their own methods and tested them with
remain substantial opportunitiesto improve the quality even further in subsequent offerings of this course. The quality of theMentoring and Education sections was found to have the greatest improvement followed bypresentation organization. It can be noted that presentation delivery and answers to questionswere above the ‘better’ rating. The originality of the research idea was uniformly rated lower.This aspect of the proposals has been a highly debated one among the departmental faculty withdiffering views on the benefits to the students if the requirement is an original idea or simplytheir existing Ph.D. research project. This score is likely a reflection of that ongoing debate.In section B, faculty were asked to rate their assessment of the
involve these things. In reflecting on their classroom experiences, the majority of the students found thecoursework helpful because it enhanced their theoretical knowledge in electrical engineering. Afew talked about how, at the time they took a course, they thought the knowledge taught was Page 15.545.5useless, but also how they eventually found it useful. Problem-solving was one way to ascertainthe value of the knowledge learned in the classroom. As David replied when asked whethersolving well-structured problems helped him with ill-structured problems: “You’re not going tosolve a circuit for the customer or get any of your work done
(Environmental Design)Table 4 shows the assessment matrix from 2007-2008 and 2008-2009. It is shaded inseveral ways to show key features related to the two points noted above. The overallpoints allocated to a particular outcome is coded to show outcomes below 50 and 100points (note that the exact number of points for this threshold is somewhat arbitrary andcan vary from year to year depending on the overall points for the senior design project)to clearly show areas with minimal points assigned that need more emphasis in futureyears.Since the senior design experience has been used to assess all program outcomes, thisallows points to be shifted to better reflect a distribution of points and desired effortacross the outcomes. Additionally, the percentages
each of the stakeholders. • Instant Gratification: Determining and embedding incentives along each step in the Mashavu process for each of the stakeholders. • Social Harmony: Examined how designs and programs within Mashavu would fit into East African society. How would things work with the social norms and power systems? • Clinical Encounter: Ensure that a patient’s visit would resemble a face-to-face visit with the doctor. Designed medical records that would reflect the information a doctor needs to do a proper evaluation. Page 15.188.6 • Legal: Developing the Mashavu code of ethics to be followed
’ writings reflect more of “casual” (like informal talking) thinking rather than real report writing skills. Reading habits have gone down significantly. Some students tend not to read the book or the notes (neither before the lecture nor after the lecture). When I started my teaching career I noticed students spending significant amount of time going through worked out examples from the book. I always make it a point to solve problems that are not worked out in the book. This way the students have opportunities to see variety of problem solving skills. The number of opportunities available makes it convenient in one aspect; however, this also inhibits a lack of drive on the part of
the National Science Foundation under thegrant TUES 1245482. 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.References1. Ma, J., and J. Nickerson. 2006. Hands-on, simulated, and remote laboratories: A comparative literature review. ACM Computing Surveys, 38(3), 1-24.2. Wieman C. and K. Perkins. 2005. Transforming physics education. Physics Today,58(11), 36-41.3. Perkins, K., Adams, W., Dubson, M., Finkelstein, N., Reid, S., Wieman, C., & LeMaster, R. 2006. PhET: Interactive simulations for teaching and learning physics. The Physics Teacher, 44, 18.4. Finkelstein, N.D., W.K. Adams, C.J
to be provided for them. Although these instructors were previously aware of some ofthe concepts students found challenging, they pointed out that the written assessments providedinsight as to why students struggled with these ideas. For example, in a question about genetics,one instructor noted that the reports revealed that many students thought that transcription andtranslation are the same process. We learned valuable lessons from this pilot study about 1) how to improve the presentationand user-friendliness of reports; 2) how to improve the scheduling of the AACR assessments andto incentivize homework assignments; and 3) the need for professional development to supportfaculty use of these assessments. These lessons are reflected in
free-thinking and reflection.9Types of incidental writing include, but are not limited to, activities such as personal journal orportfolio writing, “think pieces”, blog entries, and lab books or notebooks. An example ofincidental writing includes assigning students to write daily journals discussing their experiencesand challenges with homework assignments. The instructor can then choose to review the entriesin order to answer questions or clarify confusing information, or the journals can remain strictlyfor the personal use of the student.9 Most examples of journaling found in research appear to besuccessful utilizations with minimum additional work needed from instructors.5The term “think pieces” is a general term encompassing any short
provide a central location for game assets. Also, the web presence helped to maintaina constant visual “brand” as the collaborative passed from one semester to the next with new de-signers entering the collaborative as others graduated.This ongoing collaboration is intended to examine the design and production process of each dis-cipline, observe and reflect on the efficacy of that process and seek that interstitial area betweenthe two disciplines - the "overlap" - and make meaningful reform to the next collaboration. Aftertwo semesters, from fall 2012 to spring 2013, the faculty and student collaborators found sub-stance in the overlap, frustrations in the process and sufficient value in the effort and product tojustify continuing the
teachingschedules. To decrease impact on faculty time, lunches are kept to one-hour. Thefirst part of the hour is unscheduled, to provide participants with an opportunity toget their food, get settled, and socialize/network with other attendees. Theremainder of the session is used to give a presentation on a professionaldevelopment topic (leadership, communication, time management, lab management,worklife balance, negotiation, networking, administrative pathways on campus, usingteams or peer-editing in class) or a climate-related gender issue (stereotype threat,student-incivility, implicit bias, impact, respect, effectiveness). Participants areencouraged to contribute, share, and reflect during the sessions. All presentationsare posted on the program
hierarchy, which is the collection ofall decision alternatives.The final step in the AHP is to establish the total global score. This is done by combining thenormalized local priority weights of the alternatives, sub-criteria and criteria levels throughsuccessive multiplication. That is, the weights at the lowest level are multiplied with respect toall successive upper levels in the hierarchy. The new composite weights are normalized; themagnitude indicates the relative preference of the decision alternative. The decision alternativethat receives the highest value reflects the optimal alternative.Every step in the AHP process can involve a group of decision makers. Each of the stakeholderscan select the objective, the decision criteria and the
discussions, because the instructor was better informed of students' learning needs. The instructor devoted attentions to those content slides that most students feel "more painful" during content lectures. The instructor also reviewed students’ entries on the Discussion Board to prepare for what questions to ask and what problems to exercise for these painful slides/concepts.2) The in-class discussion materials, which were posted on the learning management system 24 hours before the weekly lecture time, included further explanations of difficult contents, reflections of important concepts, problem solving examples, and interactive questions/answers.3) The entire 2-hour class time was devoted to the in-class discussion
reflects the overall lowrepresentation of minorities and women in the mechanical engineering profession. Workshopattendees develop crucial skills to help them negotiate, network, navigate and lead change, andcommunicate. In addition, connecting attendees within the design community early in theircareers, will give them opportunities to support each other throughout their careers. Ourhypothesis is that building a community that provides networking and support, opportunities forcollaboration, and professional development, will lead to greater career success, personalfulfillment and professional happiness, retention, and greater participation/contribution fromwomen and minorities, as suggested in the literature.Literature ReviewAlthough the
isnecessarily broad, this is considered healthy. The keywords reflect both current concerns(e.g. assessment and ABET) and continuing concerns (e.g. teaching and design). Thus,according to Wankat, “the journal appears to be publishing papers of concern toengineering educators5.” Clearly, in the past 10 years, as the lack of research on theissues of K-12 education reveals, K-12 issues are not even on the engineering educator’s“research radar zone.”Recently, the American Society for Engineering Education (ASEE) has embarked on anambitious effort to promote and improve K-12 engineering and engineering technologyeducation. In the last three years the ASEE has created a new K-12 division dedicated toK-12 engineering education, created a guidebook for high
split (or not sure) whetherthey wanted to study at college to be an engineer. On a scale of 1 to 5, where 1 indicates theystrongly did not want to be an engineer and 5 indicates that they strongly did, the average studentresponse was 3.3, with a median of 3, and a standard deviation of 1.1. At the end of the week,their opinion did not change considerably with an average score of 3.2, a median of 3, and astandard deviation of 1.2. This result is not surprising since one week is unlikely to change theirinterest. More time and reflection would be more likely to decide on a career in engineering. Page 10.855.9 Proceedings of the 2005 American
internal efficiency, turbine flow efficiency, mechanical efficiency, andelectrical efficiency.) The overall efficiencies used range from 5% to 50% with 5% increments.The 112 isentropic turbine cases with the 10 turbine/generator efficiency cases gives 1120 cases.Finally, the RC thermal efficiency can be determined. The steam generator (boiler) efficiency isunknown and was assumed to be 85%. Calculated thermal efficiency ranged from 0.01% to1.8%. Based on the experience of the authors, typical experimental thermal efficiencies rangefrom 0.05% to 0.2%. Combinations of parameters that yield calculated efficiencies in the rangeof 0.05% to 0.2% most closely reflect the actual performance of the RC. These results indicatethat the parametric study does
. An assessment of the REU program basedon student comments and feedback is discussed in Section 4. Closing remarks and plans forimproving our future offering of this REU program are given in Section 5. Page 10.187.2 Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition Copyright © 2005, American Society for Engineering Education2. Literature Review: Product Dissection and the UMR Design RepositoryFew would argue that engineers are more likely to be active rather than reflective learners6, andthe benefits of “hands-on” educational activities such as product dissection
classesconstitute the second component of our curriculum development efforts, and the focus of thispaper. .The CTML-I class will serve as the entrance point to our proposed curriculum. In this course anumber of our PIs will instruct the students on machine-learning techniques developed throughtheir current research and how it relates to other machine learning approaches. The approachtaken here for CTML-I is to create a course that is enthusiastically taught by the principalinvestigators (since it will always be relevant to their machine learning research), will reflect theever changing research interests of the machine learning community (the topics in this class will
and computer engineering. This new course is entitled ECE 480—Electrical and Computer Engineering Capstone Course4. It was modeled after the original EE482 course, with some changes to reflect lessons learned while offering EE 482 each semesterover a five-year period.One of the most important lessons learned since EE 482 was first introduced in 1997 has beenthat the area of embedded (computer) systems represents a very fertile framework for electricaland computer engineering students to acquire their major design experience. Analog, digital, andmixed-signal technologies have continued to evolve at a very rapid pace, with a large gapexisting between fundamental topics covered in introductory courses and the integratedknowledge and skills
university hostels residents 22,000 102,000 364 It should be noted that these figures do not include those for institutions that do not belong to the Ministry of Higher Education.The above figures, especially those related to the rate of growth of governmental universitiesmay seem quite impressive. They, however, do not necessarily reflect a similar growth patternin the quality of education. The fact is that different indicators on the quality of higher educationin Egypt show marked decline. Some factors leading to this decline is external to the highereducation system. They relate to the decline in the quality of High School Certificate graduates
Review of all of its programs, a number of peerinstitutions and knowledgeable experts were interviewed to gather information about “bestpractices” in the field of assessment and accreditation. This article summarizes data collectedfrom telephone interviews with thirty-three individuals from twenty-seven institutions. Twentyquestions asked respondents about their measurement methods for objectives and outcomes(advisory board input, alumni surveys, senior surveys, portfolios, FE exam, etc.), methods forengaging faculty and rewarding ABET coordinators, degree of college oversight, and methodsfor ensuring that a continuous improvement process is in place. The resulting data reflect a clearcommitment to assessment and continual improvement on the
Functional Roles on Engineering Student Teams: Preludeto Assessment.”Any opinions, findings, and conclusions or recommendations expressed in this material are thoseof the authors and do not necessarily reflect the views of the National Science Foundation.References1. Barra, R. (1993). Tips and techniques for team effectiveness. Barra International, New Oxford, PA: BarraInternational.2. Belenky, M. F., Clenchy, G. M., Goldberger, N. R., & Tarule, J. M. (1986). Women's ways of knowing: Thedevelopment of self, voice and mind. New York: Basic Books.3. Fullilove, R., & Treisman, P. U. (1990). Mathematics achievement among African American undergraduates atthe University of California Berkeley: An evaluation of the math workshop program. Journal