background to higher education.Recently, the University of Massachusetts Lowell College of Engineering performed a reflectiveself-study, a peer evaluation, a student feedback/focus group and a student survey to determinehow to redesign the introduction to engineering sequence10. This redesign was purposefully per-formed as a student centric reflection and evaluation. The freshman year experience redesign co-incides with the appointment of a new Dean in the College of Engineering as well as with thedeployment of several ‘ maker’ initiatives, including: (1) an NSF grant to examine the impact ofHands-On Design and Manufacturing Experiences in Mechanical Engineering (Hands-OnMADE4ME: Hands On Machining, Analysis and Design Experience for Mechanical
and Cold, and Rate vs. Amount. Theweek following the misconception labs, students complete experiments focused onthermocouples and the refrigeration cycle along with completing a thermal analysis tutorial usingANSYS Mechanical. In Week 4, students complete experiments that take the entire lab time(Bomb Calorimeter, Conduction through a Tapered Rod, and Major/Minor Losses) and require amore traditional lab write-up. The following week they do peer review on their write-ups withsubmissions due the following week. This cycle repeats two more times for each of thelaboratory teams (which are different from the HT teams) to complete each of the mainexperiments. The students then complete a Cooking Lab where they cook a roast, apple, andpotato while
teaching the course on tiger team interactions with other teams, and informaldiscussions with tiger team members over the course of the semester. Finally an end-of-yeargroup meeting between project managers, system engineers, and the tiger team providedparticipant feedback and cross-checking on larger themes that had emerged.This work in progress paper reports on the impact of the tiger team to-date in the capstone designcourse. At the time of writing the course is approximately 95% complete so the full effect of thetiger team is mostly, but not fully known; updated results will be presented at the conference.However the results to date do suggest several ways that a peer tiger team can address‘stuckness’ as well as other issues not anticipated at
problems visual through report writing of the entiremultimedia representation, etc.) as application process and then presenting toclass activities, class assignment and Assessment the class while discussion theira multi stage class project Triangle Metacognition aspects as well.independently and in groups. (LO.1) Every student can easily apply the basic mechanics principles to a real world engineering problem; a 3- stage class
studentstraveled on in order to protect their anonymity.Data Source Data for this narrative analysis are written journal reflections completed by participantsduring the abroad portion of the global engineering program. Table 2 provides an overview ofthe reflection prompts given to students while abroad. In addition to these prompts, students wereasked to write daily reflections on their experiences abroad. Sampled journals range from 7-15pages in length.Data Analysis We conducted a narrative analysis on reflective journals from eight VT-NETSparticipants in the broader experiential global learning program. We employ narrative as amethod of analysis [24], [26], [27], focusing on the stories participants share in their journalreflections. Our
roles are critical to smooth team operation and engineers need to be proficient inperforming such process roles. Page 10.837.1 “Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition Copyright © 2005, American Society for Engineering Education”Engineering educators have overlooked team roles specific to engineering student project teams.These are roles related to the accomplishment of the assigned project and require specificfunctional skills such as design (Design Specialist), construction (Builder), report writing(Technical Writer), computational expertise (Computer
– Woods Hole Oceanographic Institution Joint Program.Catherine G. P. Berdanier, Pennsylvania State University Catherine G.P. Berdanier is an Associate Professor of Mechanical Engineering at Pennsylvania State University. She earned her B.S. in Chemistry from The University of South Dakota, her M.S. in Aeronautical and Astronautical Engineering and her PhD in Engineering Education from Purdue University. Her research expertise lies in characterizing graduate-level attrition, persistence, and career trajectories; engineering writing and communication; and methodological development. ©American Society for Engineering Education, 2024 Exploring Engineering Graduate Students’ Perceptions of
shown that most first-year engineering programs include programming orcomputer tools courses in their first-year curriculum [1]. Many challenges occur in teachingcomputing and computer tools in first-year engineering education courses. Students’ preparationand prior experience vary significantly. Students demonstrate difficulty learning the concepts incomputing and applying those concepts to writing code in a specific language [2][3]. Forengineering students, there can be a disconnect between the learning outcomes desired byinstructors and students’ perception of the connection of writing code to their future profession.This disconnect can impact engineering students’ performance to write code. One of our majorlearning outcomes for our students
organizations such as the National Society ofBlack Engineers, the Society of Hispanic Professional Engineers, and the Society of WomenEngineers have been shown to provide students with connections to access opportunities forprofessional resources and development [3, 4].We anticipate that the COVID-19 pandemic environment changed the opportunities available forengineering students to develop professional skills. With the onset of the pandemic in the US inMarch 2020, student organizations, club activities, internships, teaching modalities, coursestructures, and peer study group interactions all suddenly changed. Since that time, some of theseinteractions have returned to pre-pandemic states while others have permanently changed.Recent research has
items from the “can not pick” list.Figure 3. Results of the picking activity. Participants were asked to write down which items their grippercould pick and which it could not. Research team annotated the image with items that were not pickedand not reported in the bottom left.EvaluationAs ‘soft robotics’ is a new concept to these scouts, the research team was interested tounderstand the children’s preconceptions of robotics and who builds and participates in robotics.The Draw an Engineer Test (DAET) [21] is a method used to understand how students seethemselves as engineers before they are able to articulate their thoughts in writing. As part of thisstudy, we adapted the DAET to understand specifically participants perceptions of who
Paper ID #38173Effectiveness of Research and Practice on the Improvementof Scientific Literacy Based on Extra-curricular Learning——A case of a certain Engineering College in ChinaBanglong Liang Banglong Liang is a Ph.D. graduated from the School of Reliability and Systems Engineering, Beihang University, Beijing, China. He is currently the deputy director of the student department of Beihang University. He majors in systems engineering and his research interests include student ideological and political education, peer counseling, and student quality-oriented education.Haojing Chang © American
completed peer review in week 15, in which they assessed the workof themselves and their colleagues. An assessment of “1” (weak effort) required a writtenexplanation.Capstone Course ProductsStudents selected the team’s NRT capstone research product from the choice board: researchpaper (conference or journal), research and extension report, NSF or USDA-style researchproposal, or a community project. After careful consideration, all teams chose a research paperfor their final product, and thus, had to write an interdisciplinary journal article. The team’s finalresearch product followed the formatting and citations requirements for the selected journal, anddrew on the interdisciplinary expertise of the entire team. It was expected that teams
recommendation was to have at least onemember in each concentration areas. The group leader was responsible to coordinate the tasksand to make sure they are completed on time. It was also the responsibility of the group leader toregularly organize meetings and report any personnel issues.Project Requirement • An interim report (one per group) along with the progress of your project is due mid semester. This short report (3 – 5 pages) should highlight your proposed recommendation along with the status of your project. Follow the guidelines provided by the technical writing experts from the Learning Center during writing workshop. • A bound copy of the final report is due at the end of the semester. It should include final
value [2]. However, while educatorscommend active learning, their teaching philosophies are still passive in a traditional writtenformat. There is considerable literature on writing a teaching philosophy; nevertheless, there arelimited attempts to develop a visual representation using emerging technologies [1]-[3]. Thisresearch hypothesizes that creating and sharing a visual teaching and assessment philosophy 1empower student success and foster an inclusive learning environment for everyone to learn andscore an “A.”Teaching Philosophy Literature1-What is a Teaching Philosophy?A teaching philosophy is a narrative that uncovers the instructor’s beliefs and valuesabout teaching and learning, often
these materials were investigated. During the concluding ceremony of theSAMS program, a mini-symposium-style final project presentation gave students the opportunityto share their results and educate their peers about their insights on the role of sustainableengineering in their respective domain.IntroductionThe development of pipelines for students to introduce them to STEM careers before college andto increase their confidence in STEM-related skills is the key for the students’ success [1-5]. In2001, the Summer Academy for Math and Science (SAMS) program at Carnegie MellonUniversity was established to provide opportunities for rising high school seniors fromunderrepresented communities (i.e., students that belong to one or more of the
. Page 14.9.4According to “Transferable Skills Survey”, published by Knowledge Management Center atUniversity of Minnesota,4 over the years a student develops many skills from coursework,extracurricular activities, and his/her general life experiences. A student uses these skills whileresearching, writing, editing, and presenting papers for various classes. More importantly, thisset of skills is not limited to any academic discipline, knowledge area, or college study, but isbuilt up and applied to professional career. A prospective employer expects a graduate to be ableto apply all the skills that he/she has learned in college to the work environment. This survey hasbecome the foundation for identifying and selecting needed knowledge and human
stood out as something coloring. Length of the system isworth investigating as an additional outcome. Our two feet.external evaluator has at multiple times over the roughlysix months of the project, as of the time of writing this,expressed pleasant surprise at how well we are working together. It is apparently very common,according to her, for collaborations between 2 and 4 year institutions to break down veryquickly. The question then is how have we managed to foster this collaboration? What pitfalls orhurdles have we avoided? One possibility is that institutional and program cultures, expectations,and emphasis are different enough that they can be difficult to get past in order to make thecollaboration work. In this paper
course I feel confident in my ability to write a lab/design report I pulled my fair share of work Comradery: *My groupmate(s) were a distraction or to completing the assignments I got to know other people in my class *I felt ostracized by my lab group I felt a kinship toward other students in my class I felt heard and respected by my peers *I would have preferred to work by myself If I did not understand why a solution worked, I asked my group member to explain it to me *Questions where a disagreeing response is considered positive Figure 1. Survey Questions for Group Assignment StudyThe survey also asked students whether they would have preferred a different
minute.Dr. Hui Ma, University of Virginia Hui Ma received her Ph.D. in applied mathematics from the University of Alabama at Birmingham in 2012. In her current role as an APMA faculty member at UVA, she teaches applied math courses to engineering students. Her goals in teaching are to help students develop the confidence in their own ability to do mathematics and to make mathematics a joyful and successful experience.Prof. Bernard Fulgham, University of Virginia Bernard Fulgham received his PhD in Mathematics in 2002, writing his thesis in the field of non-associative algebras with advisor Kevin McCrimmon. He began teaching Applied Mathematics at the University of Virginia in August 2004 and became an assistant
-disciplinary class at Auburn University. Thegoals of the project were 1) To create awareness about the NAE grand challenges among thefuture engineering and business students and 2) To explore the feasible solutions for the chosengrand challenges and put it in simple way that a general audience can also understand thetechnology behind these potential solutions. The students were divided in six teams (4-5 studentsin each team) to make six two-minute educational videos. Each team was divided based on theDiSC personality assessment test and had a good mix of engineering and business students. Theproject involved aspects like researching potential solutions for the grand challenges,storytelling, script writing, and video production, editing and marketing
Independent Study Presentations Solve equilibrium problems and Peer Review based on friction forcesLectureClass was held two times per week for 110 minutes each period. Lectures, in general,covered about 20 minutes of class and were planned with a minimalistic approach,focusing on the essential points. The remainder of class period was designed for in-classactivities, including problem-solving as well as hands-on lab experiments.In-Class ActivityIn-class activities were based on active-learning strategy, in which students worked on aproblem posed by the instructor –at times individually and other times in pairs or ingroups, before participating in a class-wide discussion. The motivation of
SetupAs briefly mentioned above, a major contribution to the success of the setup is a simple webserver whose IP address lies outside of the allowed IP scope for attacking. The web serverprovides a scoring engine to students and teachers. Students that are able to compromisevulnerable machines can submit flags obtained for points on this engine. This naturally creates aleaderboard where teachers can gauge the progress of students. Students are provided withfeedback on their progress and a means of comparison with peers. To facilitate this, the CSRLteam used a free scoreboard engine that was previously used as a hacking CTF (Capture TheFlag) scoreboard.This web server can also be used by students to submit write-ups of their solutions that
confidence andknowledge about the research process. These are two areas where interns made significant,substantial self-reported gains. Ability to conduct research in terms of understanding the processof research and how to find information that is unknown were skills interns felt they gained.They also indicated that they developed additional communication skills such as presentationskills and the ability to write technical papers.Comparison of Short Term Impacts on Research Skills Among TTE REU Students (N=43) Please rate yourself in comparison to peers in the Pre Std. Post following areas: (Rating scale of 1=Well Below Mean Deviation Mean Std. Average to 5=Well Above Average) (SD
which paired medical implants with design considerations, forexample, “total hip replacement/wear” or “heart valve/fatigue”. These medical implant/designconsideration pairings were developed so that each engineering concept would be taught with arelevant application, as shown in Table 2. Another element of successful group work is having a highly structured project7,12. Tothis end, various benchmarks were described which assisted students in developing their projectover the course of the semester. These were: - A write-up which included the history of the device and the current state-of-the-art configuration - A lesson plan in a specified format - A two-minute “elevator speech” demonstration for their peers, teachers and
test sections seem to beperforming the same as or slightly above their peers in the standard sections.Introduction General chemistry is an important foundational course for engineering studies.This is particularly true for chemical, environmental, and mechanical engineering, but alldisciplines rely on general chemistry to varying degrees. Certainly, all four-yearengineering programs begin with general chemistry in the freshman year. An importantarea of study within general chemistry focuses on the concept of chemical equilibrium.Weak aqueous acids and bases, precipitation equilibria, and gas-phase equilibria arestandard topics. Students are taught to calculate equilibrium concentrations given totalconcentrations and equilibrium
. Aproject management tool, Basecamp, is used to manage everyday planning and communication.A knowledge management tool, WSU Wiki, is used for long-term knowledge sharing beyond thecourse of a single semester.2. BackgroundThe Design Clinic, as it is called by participants, is a project-based, ABET-certified program.Students work on industry-sponsored projects for one semester. They are responsible for everyaspect of project management, from specification writing to product delivery. In the fallsemester of 2005, two new technologies were made available to students, one for projectmanagement (PM) and the other for long-term knowledge sharing, or knowledge management(KM). From the beginning, students participated in a research project that analyzes
basic interpretive research strategies, with a strong flavorof grounded theory. The purpose of the study was to understand how high school students makesense of engineering design as an educational activity. Hence, we employed a process informedby constant comparative techniques – the simultaneous collection and analysis of data. Wedeviated from grounded theory by not making the production of a substantive-level theory arequisite to the study. Rather, themes and findings in high school engineering design werederived and explained. Peer debriefing became an ongoing process following the analyses. Inaddition to peer debriefing, the credibility of this study was established through triangulation ofthe themes and findings from the design challenge
Paper ID #8842Experimental Nanomaterials and Nanoscience - An Interdisciplinary Labo-ratory CourseProf. Hong Huang, Wright State University Dr. Huang is an associate professor at the Department of Mechanical and Materials Engineering at Wright State University. She has over 15 years of research experience in nano-structured materials for electro- chemical energy conversion systems covering lithium ion batteries, supercapacitors, and thin film solid oxide fuel cells. She is the author of over 50 peer-reviewed research publications and invited book chap- ters. She received her PhD at Delft University of Technology, The
Engineers, Gainesville Student branch and supported by the Dean ofGraduate Studies in the College of Engineering. The first offering of ETP-UF took place duringthe last half of the Fall 2004 semester, and a second offering is advertised for Spring 2005.IntroductionThe general objectives of the Engineering Teaching Portfolio Program (ETP), as well as theoutcomes of the first offering were presented at the 2004 ASEE Annual Conference 1 by itsdesigners at the NSF-funded Center for Advancement of Engineering Education at University ofWashington. In short the program strives to better prepare graduate students in engineering forthe teaching component of an academic career, by offering an eight week, step-by-step approachto writing a teaching statement
literature. In many courses, students areexpected to critically read and discuss journal articles provided by the instructor, as well as tofind their own articles for presentation or use in projects. The ability to fully utilize the primaryliterature is a skill that is not typically taught until graduate school, if at all. By providing ourstudents with these tools, they are equipped with the tools to learn new technical material ontheir own.Finally, communication skills are extensively developed through seminar-style discussion,formal and informal presentations and writing assignments, and poster presentations. Technicalpapers, such as literature reviews or a project reports, are common deliverables in BioE courses.A key component of teaching