department chair.Spring 2020Figure 2. Prior to the interview, we ask each student to complete a journey map indicating theirhigh and low points throughout the semester. The high and low points (as seen on the Y axis)represents their positive and negative experiences. Adriana’s Journey Map for the secondsemester of Year 3 in engineering. In November of 2019, I went to a SWE conference and that was a huge high for me because I got multiple internship offers for this summer. It was unlike anything I had been to before; it was amazing. That conference is such an incredible opportunity because there ’s hundreds of companies there and they’re all there to hire women, which is not something that you get usually in engineering. There were some
application of what isbeing taught.1 Educational researchers also widely acknowledge that learning by doing is moreeffective for most people than passively listening to a lecture.2 Finally, there is consistent andstrong data from employers of chemical engineers that the primary attributes they are looking forin new hires include problem-solving skills, teamwork skills, and communication skills.3 Thesedata have been a strong motivation to change how the first chemical engineering course is taught. Page 14.1144.2Between the late 1990’s and the early 2000’s, the Principles of Chemical Engineering atBucknell University was transformed from a more
to Boeing. Fig. 8 Famous early UWAL Tests. Clockwise from top left: Boeing Model 307 Stratoliner, Boeing B-29, Boeing B-47, Lockheed XP-49. Military testing dominated the run logs of UWAL throughout the late 1940’s. Somenotable tests include the B-47 and the P-85 “Goblin”. Boeing and McDonnell show upextensively in the tunnel logs. In 1948, the wind tunnel was officially named the Kirsten WindTunnel, after the man who had worked so hard to get it built. Page 14.640.10 As the 1950’s progressed, Boeing started to become the exclusive customer in the tunnel.Aircraft such as the B-47, B-52, KC-135 and 707 were
the curricular components: a. Primary Parallel: Key phrases regarding the project particulars were underlined and classified along one of the parallels. Then the paper was looked at as a whole: The primary parallel was determined by the most frequently occurring parallel. b. Secondary Parallel(s): The secondary parallels were then identified and their relationships to the other parallels were determined.These curricular design components were then considered as a whole, using the PCM. In design,each curricular component seeks to motivate, instruct, or assess students in the content areas. Byusing the PCM “lens,” the relationships of curricular components to the parallels
D Variable Resistive Load E BURNER N S -Qc Fuel flow sensor E R LP / NATURAL GAS TANK CONDENSATE COLLECTION TANK Page
technological aspects within macro- idea development; technology iterative cycle experimentation; prototypingThe Process dimension described the phase(s) of an engineering project during which innovativeactivity occurred. Participants within one category may have been aware of phases outside theircategory’s placement, but their descriptions of the innovation experience were predominantlylimited to the phases aligned with their category. For example, Category 1 participantsacknowledged idea generation, but did not substantively incorporate it into their
of innovation on economic development, and sustainability-driven innovation. She is a Faculty Fellow for Innovation and Director of the Missouri NSF/S&T I-Corps Site Program. Bonnie co-leads the Pathways to Innovation initiative with colleague and Entrepreneur in Residence, John Lovitt. She is an adjunct professor in the Executive MBA program at the University of Missouri-Columbia and Visiting Professor at the Beijing Institute of Technology in the International MBA program. Prior to this position she was Sr. Director, Strategic Technology Deployment and Mechanical Technology for Flextronics International and managed design and development teams in Italy, China and the US. She also had profit-loss
commonalities in their individual ways of experiencing innovation(see Table 1). These categories formed a hierarchical progression from less comprehensive tomore comprehensive ways of experiencing innovation along two dimensions: Focus ofInnovation Activities and Extent of Innovation Process (see Figure 1). It should be noted that thefinal four categories (5–8) were each at the highest level of comprehensiveness in the outcomespace. They differed primarily on the Focus of Innovation Activities dimension.The Focus of Innovation Activities dimension addressed the area(s) that individuals prioritizedduring innovation activities (e.g., technical, human, or enterprise). In less comprehensivecategories (1–4), this dimension represented participants
traveling and resulted in short reportsafter travel.Site visit reports: Participants completed reports for each site visited. These forms consisted offive question prompts and resulted in formative, reflective reports that captured their experiencesat each visit and also acted as informal journals that they could use in the future to identifytrends, concepts and/or innovations that they found notable. The reports also served as a recordfor their continued investigation into their individual inquiry question(s).Sector Reports: Upon return, participants were paired up on teams based on their specific areaof renewable energy expertise to complete sector reports which compared and contrasted theGerman and U.S. energy industry, educational pathways
wouldn't the spike ruin the whole thing? Like...like because the...with the...what the bubbles are for is to help, like, float. And like, spikes are like the complete opposite of bubbles, so... that might not work.In this engineering moment, Elise maintains a focus on the buoyancy and lightness of the shoesand rejects a potentially appealing idea because it could compromise these key characteristics ofthe design. According to Schön ‘s depiction of expert designers, this type of reflection on thescope of the chosen solution is crucial. Engineers learn from reflection as they design,incorporating facets of their earlier process as well as predicting outcomes of possible nextsteps.14,28 Designers must recognize what information and
. Nonetheless, the college levelis similar to the K–12 level in that “[s]tandards-based grading sets high standards for studentsand puts them in charge of their own learning by letting them set goals based on specific learningstandards.”4 Undoubtedly, that outcomes-based assessment can “communicate expectations”clearly and directly is something many students have found refreshing.In an article that defines four recommendations for implementing outcomes-based assessment,Marzano and Heflebower claim that by getting rid of all “omnibus grading,” students can betterunderstand their own knowledge of the subject, and can see the progress they are making or needto make. The authors also discussed student-generated assessments in which “the student ap-proaches
contribute ideas for activities based upon their more recentexperiences learning the material.How can I start flipping a large class with no graduate or undergraduate TA support?Julie – Since I don’t really know the institutional constraints involved, I’m just going to throwout some ideas. Maybe one will work; hopefully, one will get you thinking about what couldwork for you specifically. Could you conscript your graduate student(s) to TA for you pro bono(as part of their broader impact fulfillment on a research stipend)? Could you have anindependent study class for undergraduates that would focus on teaching, mentoring and
‐90,000 <20,000 20,001‐50,000 50,001‐90,000 >90,001 Blank >90,001 BlankFigure 5 – Question 7) “Many universities have ‘no-loan’ policies based on family income. This means, if your parent(s) or guardian(s) make less than a certain amount of money per year, the university will you a scholarship. How much do you think the ‘no-loan’ family income is at Rice?” “No-loan” university policies displayed in 4 distinct brackets: $0-20,000 per year; $20,001-50,000 per year; $50,001-$90,000 per year; and over $90,001 per year. “Blank” represents the mentees which failed to complete the question. Blank answers for CHS
math classes, such as calculusand engineering concepts courses.Additional Education and TrainingIn addition to their college degree(s), all of the study participants had obtained additionaleducation and training to further their knowledge. The five subject areas most frequently pursuedfor additional knowledge included: leadership/executive development, 18 (72%); technical skills(e.g., computer programming, systems engineering, artificial intelligence, emergingtechnologies), 17 (68%); management development, 13 (52%); project management, 8 (32%);and finance, 8 (32%). The findings reveal that the additional education and training obtained bythe participants related mostly to leadership, business, technical skills, and interpersonal skills.The
Session 2155 Issues Driving Reform of Faculty Reward Systems to Advance Professional Graduate Engineering Education: Expectations For Core Professional Faculty D. A. Keating,1 T. G. Stanford,1 J. M. Snellenberger,2 D. H. Quick,2 I. T. Davis,3 J. P. Tidwell,4 A. L. McHenry,5 D. R. Depew,6 S. J. Tricamo,7 D. D. Dunlap 8 University of South Carolina 1/ Rolls-Royce Corporation 2 / Raytheon Missile Systems 3 The Boeing Company 4/Arizona State University East 5/ Purdue University 6 New Jersey Institute of
Challenges16-19. Whileethics instruction is common in first year engineering courses20-25, this instruction may notinclude social responsibility as a macroethical imperative. Some curricula with an ethics threadeducate students about macroethical issues in later years, such as a third-year course with ethicsintegration at Drexel26. Another way that engineering students may come to appreciate theimportance of social responsibility is via service-learning (S-L) courses, which is the basis forsome first year projects / design courses27-32.An emphasis on social responsibility within engineering may be significant beyond its intrinsicimportance to individuals and society. There may be important implications of SR for the