. Mahwah, NJ: Lawrence Erlbaum Associates.6. LAVE, J. (1991). “Situating learning in communities of practice.” In L. Resnick & S. Teasley (Eds.), Perspectives on socially shared cognition (pp. 63-82). Washington, DC: APA.7. ECKERT, P. (1989). Jocks and burnouts: Social categories and identity in high school. New York: Teachers College Press.8. ECKERT, P., MC-CONNELL -GINET, S. (1992). “Think practically and look locally: language and gender as community-based practice.” Annual Review of Anthropology, 21, 461-490.9. LAVE, J., WENGER, E. (1991). Situated learning : legitimate peripheral participation. Cambridge England; New York: Cambridge University Press.10. STAR, S
Paper 2005-1462 Session 3266 Using the Design Process for Curriculum Improvement Laura L. Pauley, John S. Lamancusa, Thomas A. Litzinger Department of Mechanical and Nuclear Engineering Penn State UniversityAbstract This paper describes the process that was used to review and improve the MechanicalEngineering curriculum at Penn State University. The improvement process applied designmethodology to review the present curriculum, develop alternate curriculum models, andevaluate those
rate wasrecorded during the sessions. Non-engaged behaviors were marked using four different codes: S(Socializing), U (Uninvolved), W (Waiting), and C (Computer). S was used to describe asituation when two or more students were talking or engaging in some other form ofcommunication. U was used when a student was not paying attention, such as sleeping, staringoff into space, or working on something that was not related to the current class. W was markedwhen a student was waiting for something from the teacher, such as a handout or a topic change.C was used to describe when a student with a laptop was using applications other than SiliconChalk, such as email or instant messaging. The engagement rate was calculated from this data.An examination
Theme-Based Redesign of the Duke University ECE Curriculum: The First Steps a) Leslie M. Collins, a)Lisa G. Huettel, a)April S. Brown, a)Gary A. Ybarra, b)Joseph S. Holmes, a)John A. Board, a)Steven A. Cummer, a) Michael R. Gustafson, a)Jungsang Kim, and a)Hisham Z. Massoud a) Department of Electrical and Computer Engineering, Duke University, Durham, NC, 27708-0291/b)AcuityEdge, 437 Petty Road, Suite 201, Sanford, NC 27330Abstract. Historically, undergraduates in Electrical and Computer Engineering (ECE) atDuke University have had ample exposure to theoretical foundations and
Copyright © 2005, American Society for Engineering Education”mortar bank in two years since all your transactions are done by phone, ATM, or the World-Wide-Web. Even though you manage to avoid intense feelings of paranoia most of the time,there are moments when you just have to stop and wonder how much this technology has madeyou vulnerable to the evil that man can do. As you spend time worrying, scientists and engineers,like those that made all this exciting technology possible, are hard at work creating mechanismsthat may not make you safe in an absolute sense, but perhaps as safe as it can be managed. Someof these people have terminal degrees in their fields, Ph.D.’s and D.Sc.’s, though not all. Manymore of them, in fact, never went beyond a
chosen the self-directed learning version of the course obtain a finalmark higher than that obtained by the students who were taught in a conventional manner . Multi-variable analysis taking into account the GPA of the students, their level at their entry in theengineering program, the mark obtained in the common final exam and that obtained in quizzeswere performed in order to point out the most influencing factor(s). It appears that the differencein student’s success is mostly due to a better performance of the self-directed learning students inthe continuous evaluation by computerised quizzes, the other variables having a negligible effect.We conclude that the main cause of the higher success of the self-directed learning students in
retrieve”3. The Journal of Chemical Engineering Progress’ surveyof chemical engineers reveals that more than half of survey respondents are not able to find anduse appropriate information3.In engineering and other sciences, students may depend on textbooks for most of theirundergraduate learning, and many do not develop retrieval skills until their senior year orgraduate school3. Very little research has shown the attitudes of engineering faculty regardingbibliographic instruction (BI), but general guidelines have emerged in the last decadedemonstrating that context-sensitive IL instruction is critical.Since the 1950's, academic librarians have been integrating library or bibliographic instruction(now known as Information Literacy) into the
selected six coursesas venues, as described in Table 1. Separate problem-based learning (PBL) courses arepositioned in the first and second years. PBL experiences are incorporated into instructionallaboratories associated with third-year systems physiology and biomedical sensors courses. Thecurriculum culminates with a two-semester senior design course sequence, which is a naturalextension of the PBL experience. Course Experience(s) Location within Curriculum BMED 1300 Problems in BME I PBL problems 1st year BMED 2300 Problems in BME II PBL problems
technologies mustintegrate a diversity of disciplinary concepts, multiple skills, communications across disciplinarylanguages, and a receptiveness to new schools of thought. When the Engineering Scienceprogram was conceived and founded in the 1950’s and the Department of Engineering Scienceand Mechanics Department was created in the mid-1970’s, the university unwittingly discoveredthe correct disciplinary mix for the 21st century. Somehow, in the last twenty years, this visionbecame obscured, only to be discovered again with the almost concurrent emergence of the bio-,info- and nano-techological revolutions. Now is the time to re-emphasize the value of
Frontiers in Education Conference, Atlanta, Georgia, 1995. 4. Aorshas, S, Verner, I. M., and Berman, A., “Calculus for Engineers: An Applications Approach,” Proceedings of the 2003 International Conference on Engineering Education, ICEE-2003, Paper No. 4607, Valencia, Spain, 2003. 5. McKenna, A., McMartin, F. and Agogino, A., “What Students Say About Learning Physics, Math and Engineering,” Proceedings of the 2000 Frontiers in Education Conference, Kansas City, Missouri, 2000, p T1F-9. 6. Anderson, C. W., Bryan, K. M., Froyd, J. E., Hatten, D. L., Kiaer, C. L., Moore, N. E., Mueller, M. R., Mottel, E. A. and Wagner, J. F., “Competency Matrix Assessment in an Integrated, First Year Curriculum in
Business School Press: Boston, MA. 8. Brelin-Fornari, J. Homsher, B., Sullivan, L. (2004). Kettering University’s Bioengineering Summer Program for High School Women. American Society for Engineering Education Annual Conference & Exposition. Session 1505. 9. Baxter, L.A., & Babbie, E. (2004). The basics of communication research. Belmont, CA: Wadsworth/Thomson Learning. 10. Atkinson, P., & Hammersley, M. (1994). Ethnography and participant observation. In N.D. Denzin, & Y.S. Lincoln (1994). Handbook of qualitative research. Thousand Oaks, CA: Sage Publications. 11. Titscher, S., Meyer, M., Wodak, R. & Vetter, E. (2000). Methods of text and discourse analysis. London: Sage Publications
combining existing concepts as well as adding novel new portions, etc. Sinceengineering capstone courses tend to be more interdisciplinary in nature and also exist today in avariety of disciplines other than engineering, a large collection of ideas can be gleaned fromvarious other disciplines. Page 9.350.3 Proceedings of the 2004 American Society for Engineering Education Annual Conference & Exposition Copyright ©2004, American Society for Engineering EducationOnce a variety of concepts have been identified, the next step in the design process is to evaluateand select the concept/s that will best meet the
continue to engage the students and instill in them a attitude oflearning, it is paramount that the faculty do not assume that we do not need to do the same.References:[1] Adams, S., Watson, K.L., Malave, C.O. 1996. The Foundation Coalition at Texas A&M University: Utilizing TQM and OD to Manage Curricula Change. Proceedings of the Frontiers in Education Conference, November 7-9, Salt Lake City, UT.[2] Al-Holou, N., Bilgutay, N.M., Corleto, C.R., Demel, J.T., Felder, R., Frair, K., Froyd, J.E., Hoit, M., Morgan, J.R., Wells, D.L. 1998. First-Year Integrated Curricula Across Engineering Education Coalitions. Proceedings of the Frontiers in Education Conference. November 4-7, Tempe, AZ.[3] Besterfield-Sacre, M., C
. Page 9.1292.13 Proceedings of the 2004 American Society for Engineering Education Annual Conference & Exposition Copyright © 2004, American Society for Engineering EducationReferences1. Halloun, I. and Hestenes, D., “The initial knowledge state of college physics students”, American Journal of Physics, 1985, 53 (11): pp. 1043-1055.2. Hestenes, D., Wells, M., and Swackhamer, G., “Force Concept Inventory”, The Physics Teacher, 1992, 30 (March): pp. 141-158.3. Hake, R., “Interactive-engagement vs. traditional methods: A six-thousand student survey of mechanics test data for introductory physics courses”, American Journal of Physics, 1998, 6 (1): pp. 64-75.4. Evans, D.L., Gray, G.L., Krause, S
of Whole Body CG (from GRF)to the electromygraphic (EMG) 4signal, its electrical origin, and Acceleration (m/s^ 2) 3its frequency characteristics. A 2spreadsheet is supplied with the 1raw EMG signals gathered in agait lab for five leg muscles: 0 2 2 .5 3gluteus maximus, medial
convincing I try to play around with ideas of my own related to what I am learning in this course I try to relate ideas in this subject to those in other courses whenever possible Whenever I read or hear an assertion or conclusion in this class, I think about possible alternatives I try to apply ideas from course readings in other class activities such as lecture and discussionBibliography[1] Berardi-Coletta, B., Dominowski, R. L., Buyer, L. S., & Rellinger, E. R. (1995). Metacognition and problem solving: A process-oriented approach. Journal of Experimental Psychology: Learning, Memory, and Cognition, 21, 205-223.[2] Borkowski, J. G., Carr, M., Rellinger, E., & Pressley, M. (1990). Self
]. Bandura, A., “Self-Efficacy”, in Encyclopedia of Human Behavior, 4: 71-81, V. S. Ramachudran ed., New York, Academic Press, 1994. [2]. Bransford, J. D., Brown, A. L., Cocking, R. R. eds., How People Learn: Brain, Mind, Experience and School, Expanded Edition, National Academy Press, Washington DC, 2000. [3]. Chi, M. T. H., Bassok, M. Lewis, M., Reimann, P. Glaser, R., “Self-Explanations: How Students Study and Use Examples in Learning to Solve Problems,” Cognitive Science 13, 145-182, 1989. [4]. Harding, T. S., Carpenter, D. D., Finelli, C. J., Passow, H. J., “The Influence of Academic Dishonesty on Ethical Decision-Making in the Workplace: A study of engineering students,” Proceedings of the 2004 ASEE Annual Conference
web-based dissemination strategy, plans for producing,marketing and distributing content and services will be scalable, cost effective,accessible, and appropriate for the academic setting. The project will enhance the currentstatus of engineering technician education through timely adaptation of content andtechnology, resulting in solid content and pedagogical preparation of AEC associatedfaculty and teachers returning to the engineering technology classroom.3. Project DescriptionBackground - Bluefield State College was established as a Black Teacher’s College byan act of the West Virginia Legislature in 1895 and was integrated after 1954. By the1960's, the college had a comprehensive four-year program of teacher education, arts
overall impact, anevaluation plan was developed by the evaluation Fellow and the Co-Primary investigatorassigned to evaluation. The plan included formative and summative components and was drivenby the goals and objectives of the project.3 The constituents of the grant were identified as thefaculty, Fellows, teachers, middle and high school students, the university, and the state board ofeducation. A sample of the evaluation plan and its components is in Appendix 1. As can be seenin the chart it includes objectives, constituents, key questions, instruments, timeline, person(s)responsible and feedback. This was also organized into a timeline that mapped instruments andmeasures to the goals and objectives. A portion of the timeline can be seen in
Session 2541 Vendor Partnerships With Engineering Libraries Partnering with Knovel: Case Studies in Information Outreach Jay Bhatt, W. Charles Paulsen, Lisa G. Dunn, Amy S. Van Epps Drexel University/Knovel Corporation/Colorado School of Mines/ Purdue UniversityAbstractThe engineering library plays a critical role in initiating and maintaining the conduit betweenvendors of engineering information and the users of that information—faculty, students, andresearchers. Likewise, vendors play a key role in supporting library and faculty efforts topromote engineering
concept study.Bibliographic Information[1]. Ashcraft, M. H., “Math Anxiety; Personal, Educational and Cognitive Consequences,” Current Directions in Psychological Science, 11 (5): 181-185, Oct. 2002.[2]. Bandura, A., “Self-Efficacy”, in Encyclopedia of Human Behavior, 4: 71-81, V. S. Ramachudran ed., New York, Academic Press, 1994.[3]. Bransford, J. D., Brown, A. L., Cocking, R. R. eds., How People Learn: Brain, Mind, Experience and School, Expanded Edition, National Academy Press, Washington DC, 2000.[4]. Chi, M. T. H., Bassok, M. Lewis, M., Reimann, P. Glaser, R., “Self-Explanations: How Students Study and Use Examples in Learning to Solve Problems,” Cognitive Science 13, 145-182, 1989.[5]. Choi, J. I., Hannafin, M., “The
Journal of Engineering Education, 20/8, 372-378.11. Verner, I. M. and D.J. Ahlgren. 1997. Fire-Fighting Robot Contest: Interdisciplinary Design Curricula in College and High School. Journal of Engineering Education, 91/3, 355-35912. Carroll, D. R. 1997. Bridge Engineering for the Elementary Grades. Journal of Engineering Education, 86/3. 221-226.13. Poole, S. J., J.L. deGrazia, and J.F. Sullivan. 2001. Assessing K-12 Pre-Engineering Outreach Programs. Journal of Engineering Education, 90/1, 43-48.14. Neubert, J. J., C.G. Widstrand, A.M. Pumper, B. Swanson, and A.B. Ellis. 2001. Integrating Materials Science into the High School Chemistry Curriculum, Proceedings of the 2001 American Society for Engineering Education Annual
, M. (2000). Models of Teaching (6th ed.). Boston: Allyn and Bacon.2. Kanter, D. E., Smith, H. D., MeKenna, A., Rieger, C., & Linsenmeier, R. A., “Inquiry-based LaboratoryInstruction Throws Out the “Cookbook” and Improves Learning,” Proceedings of the 2003 American Society forEngineering Education Annual Conference & Exposition, Session 2230, 2003.3. Johnson, D. W., Johnson, R. T., & Smith, K. A. (1991). Active Learning: Cooperation in the College Classroom.Edina: Interaction Book Company.4. Bean, J. C. (1996). Engaging Ideas. San Francisco: Jossey-Bass Publishers.5. Hesketh, R. P., Farrell, S., & Slater, C. S., “An Inductive Approach to Teaching Courses in Engineering,”Proceedings of the 2003 American Society for Engineering
). Women's ways of knowing: Thedevelopment of self, voice and mind. New York: Basic Books.6. Wankat, P.C., & Oreovicz, F.S. (1993). Teaching engineering. New York: McGraw-Hill.7. 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 of Negro Education,59(3): 463.8. Mead, P.F., Moore, D., Natishan, M., Schmidt, L., Brown, S., Latham, C., & Mouring, S. (1999). “Faculty andstudent views on engineering student team effectiveness,” Journal of Women and Minorities in Science andEngineering, 5, 351-363.9. Salas, E., & Cannon-Bowers, J. (2000). “Teams in organizations.” In. M.M. Beyerlein (Ed.), Work
system. A model-based controller implemented directly on the existing, standardprocess control hardware (the PLC), with the standard process control software, requires noadditional hardware, software or communications drivers.This study implemented and evaluated three PC-based, commercial MPC technologies for thesugar cooking process, and developed and implemented model predictive functionality directlyon a PLC. The options investigated from the range of commercial MPC software packages wereControlSoft, Inc.’s MANTRA®, Universal Dynamics’ BrainWave®, and Pavilion Technologies’Process Perfecter®. A model state feedback (MSF) solution was developed and implementeddirectly on a Rockwell Automation ControlLogix® PLC using ladder logic and function
of external factors while creating a growth model for the region. Thesecould be areas of extension for this research.Finally, it is worth noting that many things can happen in a region which can upset the predictivepotential of both models. For example, a powerful politician can bring a non-predictableindustry to a region the predictive potential of the model.4 Other limitations are provided in(Shariff et al., 20031; Sidhu, et al.,20032).5. Reference: 1. Shariff, S., Diaz, F., Yassine, A., Sidhu I., “Capability-Market Matrix Analysis for Economic Development Policy”, IEEE Engineering Management Conference Proceedings, Albany, NY, 2003. 2. Sidhu, I., Yassine, A., Shariff, S., “Predictive model for New Venture-Based
Session 1620 Expanding the Options for a First-Year Student Design Experience – An Improved Microcontroller for Mobile Robotics Jeffery P. Radigan, James M. Beams, Richard J. Freuler, Craig E. Morin, Matthew S. Gates, Jeffrey J. McCune, Andrew J. O'Brien, Joanne E. DeGroat, and John T. Demel College of Engineering, The Ohio State UniversityAbstractIn order to meet the rising demands of both education and logistical feasibility when usingrobotics as a design tool, a research group at The Ohio State University is design and testing anew micro controller for
journal articles or may be entered into contests.The instructor of record was Dr. Robert N. Riggins, but a project advisor could be any instructorin the ELET Department (not necessarily the ELET 492 course instructor). It was the student’sjob to find a faculty member willing to act as project advisor to the student’s project. Theresponsibilities of the project advisor include the following: (1) Provide technical guidance throughout the duration of the project (2) Maintain contact by meeting with the student(s) at least once a week to monitor progress (3) Order project parts if finances allow. In the case of inadequate finances, then the project advisor must
Transactions onEngineering Education. Vol. 46, No.1.6. Marchese, A. J., Schmalzel, J. L, Mandayam, S. A. and Chen, J. C. (2001) A Venture Capital Fund forUndergraduate Engineering Students at Rowan University. Journal of Engineering Education. Vol. 90, No. 4, pp.589-596 Page 9.351.12 Proceedings of the 2004 American Society for Engineering Education Annual Conference & Exposition Copyright © 2004, American Society for Engineering Education7. Schmalzel, J. L, Marchese, A. J., Krchnavek, R. R., Weiss, L. B. and Shah, V. S. (2001). Developing a Micro-Business: Engineering Intrapreneurship. 5th Annual Conference of National
more of thestudents receive a final course grade of D or F, or withdraw from the course. Second, SI doesnot use a one-on-one format, but rather promotes and facilitates collaborative learning. Third,unlike group study, a specially qualified and trained peer leads the SI sessions. Fourth, SIleaders do not work problems for students. Instead, SI leaders skillfully teach students how tolearn by introducing them to and helping them apply academic success strategies.Students who have previously made an “A” in the course qualify to be an SI leader. Applicantsare interviewed by the director of MAPS and the course instructor(s) and are selected based ontheir technical competency, communication skills, and ability to work as part of a team. SIleaders