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1st South East Asia Science, Technology, engineering and Mathematics International Conference, SEA- STEM 2020

作者： Hasrati, H. Ilyas, S. Irwandi, I. Munawir, Al Kaosaiyaporn, O. Universitas Syiah Kuala Indonesia Physics Department Universitas Syiah Kuala Indonesia Mechanical Engineering Universitas Teuku Umar Indonesia Faculty of Education Research Center of Educational Innovations and Teaching and Learning Excellence Prince of Songkla University Thailand

Visual programming utilizes visual presentation to describe programs, data, structures, or dynamic behavior of complex systems. Labview is a visual programming software made by national instruments using language based on graphics or block diagrams. Labview is applied to thermodynamic experiments to see the effectiveness of the implementation in students learning through the ISLE-based STEM approach. Experiments by the students were finding the specific heating value and discovering the concept of the Black principle by utilizing the Dallas 18B20 as a temperature sensor that is connected through the NodeMCU ESP8266 device and Labview software. This research was conducted at SMA LabSchool Unsyiah with a total of 10 students participated following the pandemic protocol procedure. The data analysis results showed that 85% of students were happy with the learning approach, 80% of students were interested in the teaching materials, 78% of students stated that the experiments were effective for learning the concepts, 90% of students stated that they developed thinking skills. Students get an increase in scores on the post-test as much as 89% from the results of the pre-test. The assessment of the implementation of learning by the observer obtained a mean of 80.5%. © Published under licence by IOP Publishing Ltd.

关键词： Students

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Special session - Assessing student learning of engineering design

Special session - Assessing student learning of engineering ...

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41st Annual Frontiers in Education Conference: Celebrating 41 Years of Monumental Innovations from Around the World, FIE 2011

作者： Cardella, Monica E. Oakes, William C. Zoltowski, Carla B. Adams, Robin Purzer, Şenay Borgford-Parnell, Jim Bailey, Reid Davis, Denny Department of Engineering Education Purdue University United States Department of Engineering Education EPICS Program Purdue University United States EPICS Program Purdue University United States Center for Engineering Learning and Teaching University of Washington United States Departmen of Systems and Information Engineering University of Virginia United States Department of Bioengineering Engineering Education Research Center Washington State University United States

ISBN: (纸本)9781612844671

Design is a central aspect of engineering and engineering education, but is challenging to teach and even more challenging to assess. In this special session participants co-construct an understanding of design and what aspects of design should be (and can be) assessed. Additionally, the special session will review the instrument development process (including the process of validating instruments) and will provide examples of existing instruments for assessing learners' understanding of design. These instruments measure a variety of topics and concepts related to design, have been designed for many different audiences and have been developed for different purposes. This session will equip educators with tools that are useful for assessing and promoting students' understanding of design. Additionally, this session may benefit educators and researchers interested in adopting or adapting design assessments for use with K-12 populations. © 2011 IEEE.

关键词： engineering education

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Examining the underlying motivations of engineering undergraduates to behave unethically

Examining the underlying motivations of engineering undergra...

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113th Annual ASEE Conference and Exposition, 2006

作者： Harding, Trevor Finelli, Cynthia Carpenter, Donald Mayhew, Matthew Kettering University United States University of Michigan United States Lawrence Technological University United States University of North Carolina Wilmington United States Department of Industrial and Manufacturing Engineering Kettering University United States ERM Division Board of Directors Kettering University Center for Excellence Teaching and Learning Advisory Board United Kingdom Center for Research on Learning and Teaching North of ASEE Department of Civil Engineering Educational Innovation Collaborative LTU Civil Engineering Assessment Program ASEE ASCE LTU Department of Student Life Assessment University of North Carolina Wilmington United States

The need for ethical behavior in engineering professional practice has been demonstrated repeatedly over the years, and most, if not all, academic institutions provide opportunities for engineering students to learn about ethics and professional responsibility. While there has been some investigation of the effectiveness of these academic efforts on student learning of ethics, little attention has been paid to students' ethical decision-making and behavior. The present study seeks to verify the use of a model of ethical decision-making to predict the tendency of engineering and humanities students to engage in cheating, an unethical behavior with which nearly all undergraduates are familiar. The study surveyed 527 randomly selected engineering and humanities undergraduate students from three academic institutions. Comparison between engineering and humanities students showed that engineering students were statistically more likely to cheat on tests and homework than humanities students, even when controlling for the number of tests or assignments. Hierarchical regression analysis confirmed that the hypothesized model could explain a considerable portion of the variance in students' intention to cheat and in their actual behavior. The strongest predictor of behavior was an individual's intention to cheat, as predicted by the model. In turn, the strongest predictors of intention were an individual's attitude toward cheating, their sense of moral obligation to avoid cheating, and his/her perception of subjective norms pertaining to cheating. Past cheating was shown to be an important predictor variable for both intention and behavior. © American Society for engineering Education, 2006.

关键词： engineering education

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Effect of structural parameters on the hydrodynamic performance of vertical curved V-Type otter board

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Aquaculture and Fisheries 2024年第6期9卷 989-999页

作者： Wenhua Chu Huiqin Guo Huaizhi Zhang Shulong Wu Senqi Cui Yibo Wang College of Marine Sciences Shanghai Ocean UniversityShanghai201306China National Distant-Water Fisheries Engineering Research Center Shanghai201306China Experimental Teaching and Learning Demonstration Centre for Marine Science and Technology Shanghai Ocean UniversityShanghai201306China Shanghai Marine Renewable Energy Engineering and Technology Research Centre Shanghai201306China

In order to study the influence mechanism of structural type and size on the hydrodynamic performance of vertical curved V-type otter board,this paper based on the computational fluid dynamics method,a three-dimensional numerical model of vertical curved V-type otter board is established to calculate and analyze its hydrodynamic performance,and the validity of the numerical simulation results is verified by designing and constructing a scaled model for dynamic flume *** this basis,the effects of different structural parameters,such as the deflector angle,camber,and spacing,on the hydrodynamic performance of the vertical curved V-Type otter board are investigated and the optimal structural design scheme is *** results demonstrate that single or synchronous changes of the angle,camber,and spacing of the two deflectors have varying degrees of impact on the hydrodynamic performance of the vertical curved V-Type otter *** improve the expansion effect of the otter board,setting the angle of the deflector A to 40◦and that of the deflector B to 30◦,or setting the camber of deflectors A and B to 18%,or setting the spacing between deflectors A and B to 380 mm and that between the deflector and the main panel to 670 mm can increase the lift coefficient of the vertical curved V-Type otter board to its maximum *** the overall performance of the otter board,when the angle of the deflector A is set to 25◦and that of the deflector B is set to 30◦,or the camber of the deflector A is set to 6% and that of the deflector B is set to 9%,or the spacing between deflectors A and B is set to 340 mm and that between the deflector and the main panel is set to 610 mm,the lift-to-drag ratio of the otter board can be increased to its maximum value.

关键词： Vertical curved V-type otter board Hydrodynamic characteristics Structural parameters

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The Impact of Online STEM teaching and learning During COVID-19 on Underrepresented Students’ Self-Efficacy and Motivation

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Journal of College Science teaching 2022年第6期51卷 6-15页

作者： Kahn, Sami Vertesi, Janet Adriaenssens, Sigrid Byeon, Julia Fixdal, Mona Godfrey, Kelly Lumbroso, Jérémie Wagoner, Kasey Council on Science and Technology United States Department of Sociology United States Department of Civil and Environmental Engineering United States McGraw Center for Teaching and Learning United States Department of Computer Science United States Department of Physics Princeton University Princeton NJ United States

Female students, students of color, first-generation students, and low-income students face considerable barriers in access to STEM education, leading to their underrepresentation in STEM fields. Ensuring that these students develop strong self-efficacy and motivation in STEM during the college years is key to addressing the “leaky” STEM pipeline. To determine whether the rapid shift to online teaching and learning during the COVID-19 pandemic exacerbated or mitigated inequities for college-level STEM students, we examined correlations between demographic and sociocultural factors and students’ self-assessments on indicators of self-efficacy and motivation. Our findings suggest that students from underrepresented groups were differentially negatively impacted by the shift to online teaching and learning, particularly with regard to access to study spaces, the internet, and peers. However, we found that the loss of traditional laboratories was not particularly impactful on any students’ motivation or self-efficacy, regardless of a course’s levels of dependence on such labs, as students were generally more impacted by concerns about family members’ health and loss of social and structural supports than academic experiences. We discuss these results in light of psychosocial theory and suggest pedagogical and structural changes that can support more equitable outcomes in online and in-person college-level STEM education. © 2022 National Science teaching Association.

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Academic integrity among engineering undergraduates: Seven years of research by the E∧3 team

Academic integrity among engineering undergraduates: Seven y...

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114th Annual ASEE Conference and Exposition, 2007

作者： Finelli, Cynthia Harding, Trevor Carpenter, Donald Mayhew, Matthew University of Michigan United States California Polytechnic State University United States Lawrence Technological University United States New York University United States Center for Research on Learning and Teaching United States Center for Excellence in Teaching and Learning United Kingdom Department of Excellence in Teaching Department of Electrical Engineering Kettering University United States U-M Steering Committee for the President's Ethics in Public Life Initiative College of Engineering's Diversity Outreach Council Executive Board ERM Division of ASEE Department of Materials Engineering California Polytechnic State University United States Department of Civil Engineering Lawrence Technological University United States Civil Engineering Assessment Program EIC Portugal Department of Higher Education New York University United States

The E3Team (Exploring Ethical decision-making in engineering) is a group of engineering educators and educational researchers who have worked collaboratively since 2000 to understand the underlying causes of academic dishonesty in engineering undergraduates. The team was especially motivated by decades of others' work showing that, when surveyed, engineering students were among those most likely to report frequently cheating. This paper summarizes some of the team's more important findings from three major studies that surveyed a total of 1300 undergraduates at eleven institutions. The paper also describes the next phase of the team's research and presents implications of that work for engineering educators. © American Society for engineering Education, 2007.

关键词： engineering education

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Design of 'HANASHI KOTOBA Checker' with Machine learning-based Sentence Expression Classification 14

Design of 'HANASHI KOTOBA Checker' with Machine Learning-bas...

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14th IIAI International Congress on Advanced Applied Informatics, IIAI-AAI 2023

作者： Yamakawa, Hiroto Yamashita, Yumiko Niida, Hibiki Komatsugawa, Hiroshi Chitose Institute of Science and Technology Department of Information Systems Engineering Hokkaido Chitose Japan Teikyo University Center of Teaching and Learning Hachiouji Tokyo Japan Chitose Institute of Science and Technology Graduate School of Science and Technology Hokkaido Chitose Japan

ISBN: (纸本)9798350324228

In this study, we describe developing a learning support system for academic writing. The proposed system attempts to detect colloquial words based on subjective or objective sentences in student reports. To achieve this, we implemented a prototype machine learning model to realize effective detection. We then proposed the system design to incorporate this model into the previous colloquial words detection system. © 2023 IEEE.

关键词： Machine learning

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Making assessment projects sustainable: using mid-term class interviews to gather student feedback in an international research and design course

Making assessment projects sustainable: using mid-term class...

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Frontiers in Education (FIE) Conference

作者： A.R. Linse D.D. Denton R. Adams Center for Engineering Learning and Teaching University of Washington Seattle WA USA College of Engineering University of Washington Seattle WA USA

This paper has three primary purposes: 1) to present a classroom assessment method that has not been widely discussed by engineering educators, 2) to illustrate how this method serves as sustainable assessment, and 3) to provide a specific classroom example of the method. The mid-term class interview involves collecting and responding to student feedback during the middle of the academic term. The goal of this classroom assessment method is to gather feedback that will strengthen a course, increase communication between students and their instructor, and improve teaching and learning.

关键词： Education Educational institutions Concrete engineering students Negative feedback

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Broadening the participation of rural students in engineering: Exploring community perspectives

Broadening the participation of rural students in engineerin...

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2020 ASEE Virtual Annual Conference, ASEE 2020

作者： Vaziri, Stacey L. Paretti, Marie C. Grohs, Jacob R. Baum, Liesl M. Lester, Marlena McGlothlin Newbill, Phyllis Leary Virginia Tech Department of Engineering Education United States Virginia Polytechnic Institute State University United States Faculty Status in Biomedical Engineering and Mechanics and the Learning Sciences and Technologies Virginia Polytechnic Institute State University United States Center for Excellence in Teaching and Learning Virginia Polytechnic Institute State University United States Department of Engineering Education Virginia Tech United States Virginia Tech United States

Interest in increasing both the number and diversity of students enrolling in engineering has resulted in significant research on students' career choice decisions. Notably, however, while general trends have emerged, many of the models that have been developed focus on majority students. But an increasing body of work on students from a variety of specific demographic groups highlight unique socio-cultural experiences that influence individuals' career choice decisions. Most relevant to this study, literature on rural students suggests that the lack of high-level STEM courses in rural schools and a desire to stay close to home played key roles in limiting students' consideration of engineering as a potential career. However, little work has explored how rural communities support and promote engineering as a career choice for their students. Therefore, this study explored the ways in which rural communities provide support to help students make fully informed decisions about engineering as a college major. The findings presented here come from Phase 2 of a three-phase study exploring engineering career choice among rural students. Using interview and focus group data collected from current engineering students in Phase 1, Phase 2 turned to community members, including high school personnel, local industry leaders, members of local governments, and members of key community organizations (e.g., 4-H). Using interviews with 16 participants across 3 communities, we address the following question: What beliefs, experiences, and practices characterize community members or organizations who support or encourage rural students to choose engineering? The interviews explored the participants' perceptions of their community overall, resources that helped students explore postsecondary options, barriers students faced to enrolling in postsecondary education/engineering, understanding of engineering as a field both generally and for students from that community, and ways Virginia

关键词： Students

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Measuring student response to instructional practices (StRIP) in traditional and active classrooms 123

Measuring student response to instructional practices (StRIP...

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123rd ASEE Annual Conference and Exposition

作者： Nguyen, Kevin A. Borrego, Maura J. Finelli, Cynthia Shekhar, Prateek DeMonbrun, Robert Matthew Henderson, Charles Prince, Michael J. Waters, Cindy University of Texas Austin United States Department of Electrical Engineering and Computer Science Center for Research on Learning and Teaching in Engineering University of Michigan United States Western Michigan University United States Department of Chemical Engineering Bucknell University United States North Carolina A and T State University United States

Although some engineering instructors have adopted active learning in their teaching, many have not because they anticipate experiencing student resistance to it. This research paper explores how students resist active learning. As part of ongoing research, we have developed a survey instrument, the Student Response to Instructional Practices (StRIP) Survey, to measure undergraduate engineering students' resistance to active learning. While our other publications describe the instrument development procedures in more detail, the purpose of this paper is to understand how students in traditional and active learning classrooms respond differently to the survey questions. At a large public institution in the Southwestern United States, we studied three undergraduate engineering courses. One course in mechanical engineering served as the traditional course (n = 67 students), while the two other courses in electrical (n = 31) and mechanical engineering (n = 53) incorporated active learning (one used primarily group problem solving, while the other incorporated individual problem solving). Using quantitative methods, we conducted a Kruskal-Wallis test to determine if there were statistically significant differences between student responses in the three courses. Post-hoc testing determined which courses were statistically significantly different from each other for each survey item. The StRIP Survey successfully differentiated the two active learning courses (individual-level and group-level active learning). The StRIP Survey data also suggested that, on average, students respond positively to in-class activities and do not appear resistant. The StRIP Survey will continue to be used in more active learning classrooms, and future work will model student resistance. © American Society for engineering Education, 2016.

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