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2008 ASEE Annual Conference and Exposition

作者： El-Sayed, Jacqueline Kettering University Department of Mechanical Engineering Center for Excellence in Teaching and Learning Kettering University Department of Michigan Truck Safety Commission

To address the ABET learning outcomes in engineering education many assessment methodologies have been developed. One of such methodologies is based on the use of "profile of an engineer" developed by Davis et. al.6 This work documents the important roles filled by a practicing engineer and the observable behaviors necessary for effective performance. Some learning outcomes, developed in this work, can be achieved at an elementary level in the classroom. However, the classroom being a part of a university setting, not a corporate environment is limited in context and scope and can only provide a limited simulation to real life work setting of an engineer. To provide the educational experiences for producing the full desired set of outcomes and to close the gap between a graduating engineer and a real practitioner co op education or internships are the key. During this type of experiential learning, engineers in the field provide the real life model of professional behaviors and practices directly to students. Meanwhile, engineering students are also being socialized to the corporate environment and gradually begin to perform some professional activities with increasing responsibility. The knowledge constructed through co op experiences can lead to the students' development of the Holistic Interpersonal Skills and Professional Behaviors of Davis' engineering profile. This paper presents evidence that co op and classroom education are complementary and necessary components for the development of a quality engineering education and job-ready engineering graduates. © American Society for engineering Education, 2008.

关键词： engineering education

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"Conceptual Change" as a guiding principle for the professional development of teaching staff 122

"Conceptual Change" as a guiding principle for the professio...

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2015 122nd ASEE Annual Conference and Exposition

作者： Walter, Claudia M. Kautz, Christian H. DiZ - Center for Teaching and Learning in Higher Education United States Hamburg University of Technology Engineering Education Research Group Germany

This paper describes an attempt to use a conceptual change approach for the professional development of college-level teaching staff. While novice instructors often have an instructor-centered view of teaching and, consequently, use traditional teaching formats, professional development programs (PDPs) are most often based on a constructivist framework that favors student-centered learning scenarios. Prior research suggests that the development of instructors' beliefs about teaching can be interpreted in terms of conceptual change, and that PDPs should take this perspective into account. This study documents instructors' changes in the perception of their own teaching in the context of a professional development seminar based on conceptual change. A questionnaire was used to measure initial conceptions about teaching before participation in the PDP. The identical questionnaire was administered a second time after the seminar and again three months later. We compare different formats of the seminar as well as instructors from different academic disciplines. The focus is laid especially on instructors in STEM disciplines (Science, Technology, engineering and Mathematics) versus non-STEM disciplines. The data obtained suggest that (1) there are differences between STEM and non-STEM instructors with respect to their initial beliefs, (2) there is noticeable development of the instructors' conceptions about teaching and learning as a result of participation in the program, and (3) different formats of the same program may display widely differing effectiveness. © American Society for engineering Education, 2015.

关键词： STEM (science, technology, engineering and mathematics)

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A new course design for advanced communication: "Debate and beyond" A technology enhanced course for communication incorporating empathy

A new course design for advanced communication: "Debate and ...

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20th International Conference on Computers in Education, ICCE 2012

作者： Yamamoto, Tosh Tagami, Masanori Iwasaki, Chiaki Nakazawa, Minoru Center for Teaching and Learning Kansai University Japan Dept. of Information Engineering Kanazawa Inst. of Tech. Japan

ISBN: (纸本)9789810746490

Based on the fundamental concept of the communication being mainly composed of logic in information, the university in Japan has just begun offering such courses as logical thinking, critical thinking, and debate as subjects for the general education to freshmen and sophomores before they begin their special areas of study. However, after the natural disasters since the last year, the society has realized that the basis of communication may be supported not mainly by logic or critical thinking but more or less by some empathy driven factor. Because the university has the mission to raise promising potential members for the future society, a new concept for a course has come out in which the successful communication consists of both logical and critical thinking on the one hand, and emotion or empathy on the other. This paper attempts to propose a new course to such issue enhanced by the information technology available to us.

关键词： Disasters

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Integrating first-year engineering design and pre-service science education: A model for engineering and education collaboration to enhance K-16 STEM education

Integrating first-year engineering design and pre-service sc...

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34th Annual Frontiers in Education: Expanding Educational Opportunities Through Partnerships and Distance learning - Conference Proceedings, FIE

作者： Crumbaugh, Carol Vellom, Paul Kline, Andrew Tsang, Edmund Department of Teaching Learning and Leadership Western Michigan University Department of Chemical Engineering Center for Service-Learning Western Michigan University Undergraduate Programs and Assessment Western Michigan University

The purpose of this paper is to describe the emerging results of a collaboration between education and engineering using science activities and instructional devices produced in a specially-designed undergraduate course, Introduction to engineering and Technology (ENGR 101). These materials were used and evaluated by senior-level education students who then provided feedback regarding the clarity of the manual, the appropriateness of the activities, and the user-friendliness of the activities and devices. The process wherein education students used and assessed the instructional activities is described. In addition, preliminary findings are provided and future work outlined. © 2004 IEEE.

关键词： engineering education

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Where do engineering students learn to consider design problem context?

Where do engineering students learn to consider design probl...

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作者： Yasuhara, Ken Campbell, Ryan C. Atman, Cynthia J. Center for Engineering Learning and Teaching University of Washington Box 352183 SeattleWA98195-2183 United States

More than ever, today's engineers need to be equipped to understand the complex contexts in which they do their design work. Studies suggest, however, that undergraduate engineering programs are not sufficiently preparing students with this contextual competence. To contribute to the growing body of work investigating where and how engineering students develop contextual competence, we interviewed civil/environmental engineering undergraduates about the kinds of experiences and background they find helpful for developing specific aspects of contextual competence. They cited a wide range of helpful sources, including engineering and non-engineering courses and co-curricular activities, as well as personal experiences, family influences, and current or historical events. © 2016 TEMPUS Publications.

关键词： Students

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An ensemble technique to detect fabricated news article using machine learning and natural language processing techniques

An ensemble technique to detect fabricated news article usin...

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2020 International Conference for Emerging Technology, INCET 2020

作者： Sangamnerkar, Saarthak Srinivasan, R. Christhuraj, M.R. Sukumaran, Rajeev SRM Institute of Science and Technology Computer Science and Engineering Chennai India Indian Institute of Technology Teaching Learning Center Chennai India

ISBN: (纸本)9781728162218

Fake news or fabricated news, refers to false information published under the guise of being authentic news, often to influence political views. Fabricated news articles are a threat to people's trust in the government and in effect, one of the biggest threats that modern-day democracies are facing. As the menace of fake news is growing with each passing day, so is the research community getting more actively involved in curbing this issue. This paper reviews the current progress of the advancements done to solve the issue. The paper also presents various ensemble techniques to perform the binary classification of news articles. Additionally, the paper focuses on sources of articles to widen misclassification tolerance and make more accurate predictions. Evaluation metrics such as accuracy score, precision, recall, f-1 score have been used to make comparison among various models. The best performing model has been an ensemble of Decision Tree, Logistic Regression, Bagging Classifier used with a hard-voting ensemble technique, which gives the accuracy of over 88%. © 2020 IEEE.

关键词： Machine learning

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Evaluating the effectiveness of flipped learning in an upper-division undergraduate electrical engineering course

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Discover Education 2024年第1期3卷 1-17页

作者： Kattel, Bibek Hutchcraft, Winn Elliott Norell, Elizabeth Electrical and Computer Engineering University of Mississippi University 38677 MS United States Center for Excellence in Teaching and Learning University of Mississippi University 38677 MS United States

This paper explores the implementation and effectiveness of flipped learning methodology, in an upper-division undergraduate electrical engineering course at a public research university. Given the limited research on flipped learning practices in engineering education, this study highlights the potential of flipped learning while addressing its implementation challenges. The objective of this study is to compare the learning outcomes between flipped and traditional classrooms taught between 2006 and 2023, using a quasi-experimental design. Additionally, student perceptions and their performance in various assessments are investigated for the Fall 2023 modified flipped classroom. Students’ feedback garnered at the end of the semester was combined with their grades to evaluate learning outcomes and perceptions of the flipped learning approach. The findings revealed an increase in the grades for the flipped classroom. The Fall 2023 students’ feedback indicated a preference for collaborative and active learning methods while revealing a reluctance to engage with pre-recorded videos, posing a major challenge in implementing flipped learning. The paper offers implications for future flipped courses, including methods to incentivize students to watch the pre-recorded videos and mitigate uneven learning outcomes in collaborative learning environments. Furthermore, it was observed that not all students prefer the flipped learning format. Hence, integrating mini-lectures may cater to students who prefer the traditional approach while maintaining the benefits of flipped learning. © The Author(s) 2024.

关键词： Active learning Assessment methods Blended learning engineering pedagogy Flipped learning learning outcomes Mini lecture Student feedback

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Design and experience on university-enterprise cooperative training for postgraduates 19

Design and experience on university-enterprise cooperative t...

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2019 World Symposium on Software engineering, WSSE 2019

作者： Zhu, Xiaomin Bao, Weidong Ji, Wang Peng, Anchen College of Systems Engineering National University of Defense Technology Changsha China Center for Teaching and Learning National University of Defense Technology Changsha China

ISBN: (纸本)9781450372138

With the continuous improvement of university-enterprise cooperation, it is possible to solve the shortcomings in the traditional college graduate training process by means of the university-enterprise cooperation training(UECT in short) model. In order to effectively promote the development of UECT for graduate students, this paper firstly combs the problems existing in the traditional mode of graduate training, then reviews the related research progress and practice at home and abroad in detail, and on this basis, summarizes the advantages of UECT for graduate students. Combining with the shortcomings of the traditional postgraduate training in universities and the advantages of the joint training of schools and enterprises, we put the UECT into practice and gained experience. Through the selection of students to carry out joint training in Aliyun, it effectively assisted the design and upgrading of Aliyun's "Mountains Moving" system and the smooth operation of the "Double Eleventh" system. Finally, based on the previous research foundation and the actual needs of universities, local enterprises and graduate training work, this paper gives specific suggestions from five aspects: The definition of intellectual property ownership, cooperative training team building model, topic selection, daily management mechanism and confidentiality *** this paper, we describe the formatting guidelines for ACM SIG Proceedings. © 2019 Association for Computing Machinery.

关键词： Students

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Investigation and Study of Teachers’ teaching Development centers in Higher Institutions in Hunan Province 17th

Investigation and Study of Teachers’ Teaching Development C...

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17th International Conference on Computer Science and Education, ICCSE 2022

作者： Jin, Yisu Cao, Dan Qi, Huamei Center for Teaching and Learning Development Central South University Changsha China School of Computer Science and Engineering Central South University Changsha China

ISBN: (纸本)9789819924455

In recent years, colleges and universities in Hunan Province have set up teachers’ teaching development centers. In order to deeply understand their organizational structure and work situation, a questionnaire survey was conducted on the staff of teaching development institutions of ordinary colleges and universities in Hunan Province. According to the survey, the work of teaching development centers in Hunan Province has been widely recognized by the majority of teachers, but there are still problems such as imperfect organization, inadequate condition construction and lacking of academic professionalism. The solution of these problems requires the university to put forward the understanding and top-level design at the school level, strengthen the centers’ cooperation and exchanges between different colleges and universities, and jointly promote the level of teaching quality and faculty development. © 2023, The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.

关键词： higher education questionnaire survey teachers’ teaching development center

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Work in progress: Critical learning community in a first-year engineering design, study abroad course

Work in progress: Critical learning community in a first-yea...

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2020 ASEE Virtual Annual Conference, ASEE 2020

作者： Brown, Ordel Calkins, Susanna C. Davidson, Lisa M. McCormick School of Engineering and Applied Science Northwestern University United States Searle Center for Advancing Learning and Teaching Northwestern University United States

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