, and forward it tocolleagues. SSP can also send photos and videos captured on their cell phones to JITTEIS viaMMS or email; JITTEIS stores all media submitted from the field and assigns it to the selection Page 25.257.12of incident-relevant safety courses. a. Likely sites of influenza b. Testing PPE for proper fit c. Skin lesion caused by d. Suspicious white plume at rash (HTC on Verizon) (Motorola on Verizon) anthrax (LG on Cingular) fire (Nokia on T-Mobile) Figure 5. Multimedia learning modules on different devices and carriers.On April 2009, JITTEIS was evaluated by WETP at an emergency response
organize this knowledge relative to the features underlying problemclassifications. Knowledge that allows the student to identify the defining features of problemsmust also be incorporated into this knowledge structure. A. Using words only, define the following terms as they relate fluid mechanics and thermodynamics. Do not just recite the symbols in words; for example, mv2/2 is kinetic energy, not one-half of the mass times the square of velocity. Also give the units of the quantity. Meaning Units a. W _________________________ ________________ b. P
AC 2012-5601: BEST ZONE PAPER: IMPLEMENTING SOCIAL LEARN-ING STRATEGIES: TEAM TESTINGProf. Rebecca A. Bates, Minnesota State University, Mankato Page 25.261.1 c American Society for Engineering Education, 2012AC 2011-2920: IMPLEMENTING SOCIAL LEARNING STRATEGIES: TEAMTESTINGRebecca A Bates, Minnesota State University, MankatoAndrew Petersen, University of Toronto Mississauga Page 25.261.2 c American Society for Engineering Education, 2011 Implementing Social Learning Strategies: Team TestingABSTRACTThis paper
(b) Use activity-based guided-inquiry curricular materials (c) Use a learning cycle beginning with predictions (d) Emphasize conceptual understanding (e) Let the physical world be the authority (f) Evaluate student understanding (g) Make appropriate use of technology (h) Begin with the specific and move to the generalIdentifying Critical engineering Concepts and Misconceptions Misconceptions related to heat, energy and temperature are widely recognized in the literature(Carlton, 2000; Jasien and Oberem, 2002; Thomas et al., 1995; Sozbilir, 2003). This study focuses onfour targeted concept areas related to heat transfer that were
identifying engineering roles such as: engineersproduce products, engineers help improve lives, design systems, work for non-profitorganizations. The post survey was given during the last week of classes after completion of thedesign project and was developed to measure the student’s changes in perceptions of engineeringin part on the basis of the project spectrum (Appendix B). Responses and statements that wereevaluated can be seen in the tables to follow.Survey Data and Analysis: Pre- and Post-Survey ResultsThe first step taken was a pre- and post-assessment in most sections of the course. Students weregiven a survey early in the semester (Appendix A) that focused on their perception of engineersin society and familiarity of human service
producing graduates with at least some of the attributes of “the engineer of 2020;” b)number of engineering degrees awarded in selected fields with particular reference to womenand/or underrepresented minority groups and c) input from a national advisory board. Teams ofeducational researchers, engineering faculty members, and doctoral research assistants conductedtwo visits (2-3 days for each visit) to each of the six sites. Extensive document reviews to gatherinformation about each engineering program augmented the interviews of students, faculty, andadministrators at each site. Research teams utilized both one-on-one interviews and focus groupconversations with administrators, faculty and students, as well as (in some instances) directobservation