leadership and collaborations is emphasized during their project work. In additionto the technical part of project tasks, students also need to work on their skills for leadership,project management, communications, and collaborations.The project requirement calls for all students to present at least once or twice among threerequired team presentations. Students evaluate other team’s presentations, and perform peerevaluations on their own teammates’ contribution to their project. Peer reviews done at proposaland progress report milestones include providing each team member’s percentage of contributionto the project work to date. Peer review at the final report milestone includes a seven categorycomprehensive evaluation of all project team members
; • advisors' own unpleasant graduate experiences, which they may have come to view as necessary to their success; • lack of oversight of faculty supervisors and of administration support for programs that would improve the quality of graduate student life; • lack of information about how to prepare adequately for comprehensive exams; • lack of training in necessary skills such as giving a presentation or writing a grant proposal; • lack of career guidance; • competitiveness or hostility among research group peers; • lack of feedback on progress towards the degree; • unclear and often unreasonably long timelines to degree completion; • budget constraints which lead to low stipends
know. In terms of academics, Justin would never have been exposed to higher levels of math or science, because he struggles with visual processing.……….This does not mean he cannot learn, but that teaching him requires creative thinking and a commitment to helping him learn in a manner which works for him. He is forever behind his peers academically, in terms of classroom experience. You cannot imagine the pride Justin takes in knowing that he has just spent 2 weeks at a camp taught by professors, graduate students, and caring volunteers who appreciate his intelligence. Justin is rarely able to surpass his 'normal' peers in terms of life's experiences. You have changed that for him
2002 American Society for Engineering Education Annual Conference & Exposition Copyright Ó 2002, American Society for Engineering EducationConventional Statics instruction has been successful in teaching students to write and solveequilibrium equations based on a known free body diagram, and to construct free body diagramsfor textbook problems in which the forces and moments at supports and connections are largelyimplied by standard symbols in the problem diagrams. However, where Statics is finallyrelevant to engineering practice in the analysis and design of mechanical systems, instruction hasbeen notably unsuccessful. Students cannot go beyond textbook problems to apply Statics topractical situations, and they
use in industry 5. Perform economic analysis and life cycle costing 6. Perform energy audits 7. Integrate renewable energy sourcesEach of the above major skills requires a series of subordinate skills. Some of them can beconsidered as prerequisites skills gained through traditional EET or MET programs. Energymanagement is revolved around electrical and mechanical systems. Even though the priorknowledge of EET and MET students are not similar, students can work as teams allowing peer-to-peer learning. Figure 1 summarizes subordinate skill analysis where highlighted items can beconsidered as prior knowledge or knowledge that may require minimum coverage. The numberinside the boxes on top corresponds to the numbers of the
occurred before the course began. The mentors were introduced to suchconcepts as collaborative learning and team management, and were given guidelines (rubrics) bywhich to evaluate the students in their teams.A brief description of the type of materials and classroom exercises that were covered in therecitation is given below:♦ Multidisciplinary team skills. Various in-class exercises were used to develop an understanding of the team dynamics and the “language” of other disciplines. Specific approaches used were peer teaching, listening and interpretation exercises, peer teaching of research methods in the laboratory, and the use of the jigsaw method7 for team problem solving. The “listening and interpretation” exercise was performed in
presentations and report writing. The studentsdevelop their own operating procedure for running the experiment. The procedure and safetyconsiderations are combined into a Job Safety Assessment Form (JSA).A safety program, initiated in 1982, has evolved into an extensive safety program, PAWS(Prevent Accidents With Safety), with a high level of student involvement. During eachexperimental cycle, a group is designated to serve as the student Safety Committee as itsassigned experiment. Among other duties, the Safety Committee conducts safety audits of the unit Page 6.260.1 Proceedings of the 2001 American Society for Engineering Education Annual
. Thefaculty member shall demonstrate his/her continuing concern for instructional effectivenessthrough methods of presentation and evaluation of students. In support of teaching effectiveness,a faculty member must maintain a high level of knowledge and expertise in his/her discipline orarea of specialization. Evaluation techniques for all faculty members include, but are not limitedto self-evaluation, classroom visitations, and student evaluations of teaching, department headevaluation, peer evaluations, and assessment of academic advising of students.”Scholarly and/or Creative Activity: “A faculty member shall give documented evidence of his/her contributions to his/herdiscipline or area of specialization within the discipline or in an
choice”, especially inscience and engineering 4, 5 . 83% of students use GS – an additional 13% had not used it butwant to 4 .Some benefits for students of using GS are: • GS searches citation metadata (and millions of fulltext books in Google Print) • GS searches well into the fulltext of documents • Though GS is not an index in the traditional sense due to the absence of a controlled • vocabulary or thesaurus, it does point to scholarly and peer-reviewed information Page 22.1682.3We believe that introducing students to advanced Google searching techniques enhances theirreal-world searching experience not only for academic
, andreliability. At the end of the course, student groups are required to demonstrate their designthrough a final formal presentation to the faculty, fellow students, peers and a jury of industryguests and faculty from other departments. Students also write a detailed design report as part ofthe course requirements.Students are assigned to select a project in the area of (a) Manufacturing Process System Designor (b) Product Design.The scope of the work in format (a) may be summarized as follows: 1. Design a simple product using available resources of our CIM facility. 2. Design and develop an automated manufacturing process using CIM facility. 3. Implement, debug, test the system, and run production with minimal human intervention. 4
; Exposition Copyright © 2005, American Society for Engineering Education”Table 1. Course learning objectivesBy the end of the course, students must demonstrate ability to…1. In writing, explain the drug and medical device approval process in the United States.The explanation should include a description of the structure of the regulatory agency,important regulatory documents, the sequence of events, applications necessary, and theplayers involved.2. Define, obtain the regulatory codes, and describe the FDA’s guidance strategy forCurrent Good Manufacturing Practices (cGMP).3. Draw a process flow diagram for a variety of biopharmaceutical manufacturingprocess and describe the operation and purpose of each unit, including water
to expertise and relationshipsRespondents showed their interest to have the ability to search and see other people’s researchinterest and be able to contact them, including a section in members of the community could befeatured on a regular basis. “So the ability to search profiles of people in engineering education to identify specific expertise I am looking for, or a way to send a broadcast email asking for responses to a specific inquiry.” “…users could easily locate their potential intellectual peers. Perhaps a section featuring members of the community on a regular basis.”Meetings, open ended conversations and projectsRespondents wanted to interact with other people in order to have discussions about
the Center for the Advancement of STEM Teaching and Learning Excellence (CASTLE). He has held leadership positions including Vice-Dean of the Gradu- ate College at Drexel University, Vice-Chair of the IEEE Philadelphia Section, and Associate Dean for Academic Affairs in the College of Engineering at Drexel University. His research focuses on the area of nanophotonics. He has served as PI or Co-PI on 53 funded grants with over $33M in sponsored re- search or foundation funding, and publication of >110 peer-reviewed articles. These metrics include both technical research and educational research/programs. He was selected as the 2015 Delaware Valley Engineer of the Year, and is also the recipient of a NASA New
Final memos and peer evaluations due (final exam slot)Each team was assigned a customer, with whom they met three times. Customers weredrawn from two main sources: students in EDUC 344: Science as Inquiry and local Cubor Girl Scout troops. Teachers in local school districts were invited and served asoccasional customers occasionally during this project, however the overlap betweenENGR 100 class times and school hours created a significant obstacle to customer-student interactions.Student teams were assigned topics in addition to being assigned customers. Customerswere interested in the given topic, but typically topics came from a “higher” source thanthe customers themselves, such as State Education
at Dayton and WiE at Purdue have developed a collaborative relationship wherethey have shared tips and strategies to develop mentoring programs as they standtoday.We will start with a brief description of our programs and then talk about ourcollaboration and transferability of mentoring components.Research shows that mentoring works. In particular, longitudinal research is beingconducted by the Purdue team through and initial results indicate that students in thementoring program graduate at higher rates than their peers not in the program.Reviewer 1 stated: “Oftentimes, in academia especially, mentorship programs are usedas a superficial band-aid for systemic inequities and toxic cultural norms.”We acknowledge that there are systemic
identity that includes or supports both their engineering and LGBTQIA+ identity?• Group 3 - What student support and training/professional development do you have to minimize the devaluation and marginalization of LGBTQIA+ students?• Group 4 - How does your campus ensure equitable access to health and wellness resources? What about your classroom? Policy or advocacy work? 10Depending on early feedback (and the set up of the room) we may use differentmodels for working together and sharing out the responses. This may includedworking at each table or having large notepad across the room that people can get upand write on
(singer.kettering.edu/student_intros.htm ) and peer letters which recount theirexperiences (singer.kettering.edu/peerlet.htm). Through peer letters students have theopportunity at the end of the course to pass on useful information to their peers who will take thiscourse in the future. These future learners who read the peer letters will receive currentinformation about the course from those who have been through "the battle." Toward the end ofthis session students write a one and one half to two page type-written, double-spaced letter inwhich they will explain the topics that are covered in this course from their point of view. Further,they explain the course requirements, the importance and drawbacks of group projects/tests, thevalue of attending class, the
Management Department at Southern PolytechnicState University in Marietta, Georgia. Dr. Banik completed his Ph.D. in Civil and Construction Engineering fromIowa State University. He has eleven years working experience in both private and public sector as an engineerand/or construction manager. He is a registered professional engineer. Dr. Banik has twenty nine refereedpublications in the area of civil engineering and construction management. He presented some of his research inseveral well-known and peer reviewed conferences like ASEE, ASCE, ASC, WEFTEC and CIB, and publishedarticles in those conference proceedings. He presented his research all over the world including the United States,Canada, Greece, Italy, Brazil and the Philippines.APPENDIX
AC 2009-2124: ENHANCING STUDENT LEARNING WITH VIDEO PROJECTSBill Genereux, Kansas State University, SalinaElena Mangione-Lora, University of Notre Dame Page 14.572.1© American Society for Engineering Education, 2009 Enhancing Student Learning with Video ProjectsAbstractThis paper will explore the use of digital video as a teaching tool in college courses. Two verydifferent courses of potential interest to engineering educators are cited as examples. The first isa foreign language course offered at the University of Notre Dame which uses video technologyto encourage students to write, produce, and star in original Spanish language "telenovelas" orday-time dramas
, and STEM education. She has published 20 peer-reviewed publications in these areas, and her research has been funded by the NSF, AFRL, and LA-BOR. She also serves as an Associate Editor for the American Control Conference and the Conference on Decision and Control, two premier conferences in the controls community. She is a member of the IEEE, SIAM, and ASEE.Prof. Kirk St.Amant, Louisiana Tech University Kirk St.Amant is a Professor and Eunice C. Williamson Endowed Chair in Technical Communication at Louisiana Tech University (USA) where he is also a Research Faculty member with Tech’s Center for Biomedical Engineering and Rehabilitation Science (CBERS). He researches how cognition affects usability and the
, include student peer review of writing, and emphasize technical writing skills.Instructor Insights and Future RecommendationsFuture studies are needed to understand the importance of culturally-relevant pedagogy for localand international experiences in environmental engineering education. This could be done byexploring differences in student performance between groups that conduct in-country visits andgroups that do not. Alternatively, comparisons could be made to assess student performancewhile addressing local versus international environmental issues to better understand theimportance of global engagement. Local issues could focus on environmental problemsimpacting marginalized communities (e.g., water contamination issues in rural
I2C question in TCES430 exam Fig. 2. A programming I2C question in exam checking Individual effortsOne feature of our teaching of µPs/µCs is that students are required to write to low level registers directlyinstead of calling existing library functions. Still using I2C lab as an example, students needed to generatethe right sequences of calling functions in transmitting/receiving data as shown below in Fig. 3, with allthe functions writing to low levels by referring to datasheets [12], as shown in Fig. 4. Fig. 3. Implementing I2C communication by calling functions in main() Fig. 4. Example code segments of developing I2C functions by writing to registers directlyWe note here that when the microcontroller
, environmental, and societal impact of manufacturing.For this activity, students formed themselves into teams of 2-3 students. Part of the lecture timewas devoted in the beginning to explain students about the module, rubrics, assessments anddeliverables. A feedback on student progress was given in week 3 during in class lecture time.Module activities were performed out of class majority of the time. The project stages were asfollows: (i) Week 1-2- Types of Souvenirs-Manufacturing process decided and e-mailed.(ii) Week 3-4- the economic and environmental, impact of manufacturing –paper submission.(iii) Week 5- Report and Presentation. Guidelines about how to write a bid were also given [9].These are given in Appendix 1.To jump start student discussion
of IEEE and is a member of ASME, SIAM, ASEE and AGU. He is actively involved in CELT activities and regularly participates and presents at the Lilly Conference. He has been the recipient of several Faculty Learning Community awards. He is also very active in assessment activities and has presented more than a dozen papers at various Assessment Institutes. His posters in the areas of Bloom’s Taxonomy and Socratic Inquisition have received widespread acclaim from several scholars in the area of Cognitive Science and Educational Methodologies. He has received the Assessment of Critical Thinking Award twice and is currently working towards incorporating writing assessments that enhance
conference papers (both in your technical field andwithin ASEE). Expect mixed results. I personally have heard that they do not count, thatthey count for half a publication, and that they count as a full publication. Guessing thatthey do count for something, the author has tried to present a couple of technical andASEE conference papers per year. If anything, it gives you visibility among peers thatmay be called upon to write letters about your scholarly work.When you go up for your mid-term review, letters are usually written about you fromyour departmental tenure committee, department chair, college tenure committee, anddean. Find out how to get copies of those letters. They usually offer some advice that willhelp you revise your plan to get
developed with the assistance of industrialrepresentatives and faculty that are teaching and administrating the senior design courses.IntroductionDuring the late 1980s and early 1990s significant attention was being given to products producedand manufacturing processes used in the United States. Seminars, class sessions, andpresentations were being given on methods to improve US products and processes. Industry waslearning and adapting Dr. W. Edwards Deming’s1 statistical methods and principles. Notedspeakers such as Tom Peters were writing books and providing lectures on “In Search ofExcellence,” 2,3 “A Passion for Excellence,”3 and “A Passion for Customers.”3 Similarlyengineering educational institutions were working to improve their curriculum
trio of reading, writing, and arithmetic (or Italian high finance: how many silverpointpencils can you buy for 120 soldi? and why should you care!).I. IntroductionStarting with four seminal figures—Giorgio Vasari,1 Goethe, Freud, and Kenneth Clark 2—and afactual chronology of Leonardo’s life, the seminar examined LdV from five perspectives rangingfrom generally agreed-upon facts to a provocative “inside his head” approach. Subsequentcomparisons with passages in da Vinci’s Notebooks, the Florentine State Archives,contemporaneous letters, and eyewitness accounts helped shed light not only on the five slantsprovided above, but also on his creative process.A figure such as Leonardo can inspire students to view engineering as an expansive
the learning process.1.2 Interactive, Student-Centered Learning “Student-centered instruction is a broad teaching approach that in- cludes substituting active learning for lectures, holding students re- Page 4.91.2 sponsible for their learning, and using self-paced and/or coopera- tive (team-based) learning” (Felder and Brent, p. 43). [12]Meyers and Jones [13] describe active learning as a way to provide “opportunities for students totalk and listen, read, write, and reflect as they approach course content—all of which requirestudents to apply what they are learning” (p. 1
to mechanical, chemical, electrical, andcomputer engineering, computer science, design, controls, and energy. Course goals includeexposing students to many facets of engineering and computer science to aid in major choice,developing practical technical skills relevant to subsequent projects, generating enthusiasm forfuture studies, and developing teamwork, design, presentation, and technical writing skills.Through a series of labs including drawing and 3D printing a robot chassis, soldering amicrocontroller circuit board, assembling a gear box, building sensor circuits, machining andcharacterizing hydrogen proton exchange membranes (PEM) fuel cells, C programming, andgenerating and detecting Gold codes, the students design, build, test, and
, University of Oklahoma Zahed Siddique is a Professor of Mechanical Engineering at the School of Aerospace and Mechanical Engineering of University of Oklahoma. His research interest include product family design, advanced material and engineering education. He is interested in motivation of engineering students, peer-to-peer learning, flat learning environments, technology assisted engineering education and experiential learning. He is the coordinator of the industry sponsored capstone from at his school and is the advisor of OU’s FSAE team. c American Society for Engineering Education, 2016 Fostering Learning Principles of Engineering DesignAbstract We contend that it is