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Annual Conference of the Canadian Society for Civil engineering 2013: Know-How - Savoir-Faire, CSCE 2013

作者： Courcelles, B. Forest, L. Kozanitis, A. Dept. of Civil Geological and Mining Engineering Polytechnique Montreal Canada Center for Teaching and Learning Polytechnique Montréal Polytechnique Montreal Canada

ISBN: (纸本)9781634398978

As case studies constitute the essence of civil engineering education, a detailed study of the Teton Dam disaster has been implemented in the course of Soil Mechanics given at Polytechnique Montreal. This case study aims to provide practical applications to theoretical lectures, and to sensitize the students to economic, social and ethical issues encountered on construction sites. Based on a course evaluation performed by the students, the paper intends to point out the advantages/disadvantages of the use of a single case study throughout the semester, the format of presentation and focuses on the perception of the case study by the students. A detailed examination of the course evaluation demonstrated the utility of case studies as an initiation to multidisciplinary problems and confirmed students' interest in real-life applications, particularly as regards ethical and economical aspects.

关键词： Soil mechanics

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Making an impact on engineering education communities: learning from the past and looking forward 123

Making an impact on engineering education communities: Learn...

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123rd ASEE Annual Conference and Exposition

作者： Allendoerfer, Cheryl Yasuhara, Ken Turns, Jennifer A. Atman, Cynthia J. College of Engineering University of Washington United States University of Washington Center for Engineering Learning and Teaching United States Department of Human Centered Design and Engineering University of Washington United States

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Using an interactive theater sketch to improve students' perceptions about and ability to function on diverse teams

Using an interactive theater sketch to improve students' per...

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2009 ASEE Annual Conference and Exposition

作者： Finelli, Cynthia Kendall-Brown, Marie Center for Research and Learning North College of Engineering University of Michigan United States Educational Research and Methods Division of American Society of Engineering Education United States International Planning/Advisory Committee Center for Research on Learning and Teaching University of Michigan United States

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Conceptions of the engineering design process: An expert study of advanced practicing professionals

Conceptions of the engineering design process: An expert stu...

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2005 ASEE Annual Conference and Exposition: The Changing Landscape of engineering and Technology Education in a Global World

作者： Mosborg, Susan Adams, Robin Kim, Rebecca Atman, Cynthia J. Turns, Jennifer Cardella, Monica Center for Engineering Learning and Teaching University of Washington United States College of Engineering University of Washington United States Department of Technical Communication College of Engineering University of Washington United States

Published models of the engineering design process are widely available and often illustrated for students with a block diagram showing design as sequential and iterative. Here we examine experts' conceptions of the design process in relation to a model synthesized from several introductory engineering textbooks. How do experts' conceptions compare? What might they see as alternative accounts? We present preliminary results from an investigation of practicing engineers (n=19) who were asked to think aloud while reading a description of this "textbook" model, as well as draw their idea of the engineering design process and choose descriptors of design. Only 3 participants were found to have a view in major disagreement with the model, yet 7 drew alternative types of diagrams, and the experts as a whole emphasized problem scoping and communication. We focus especially on the case of one engineer who commented extensively on communication, articulating a view of engineering design as open, multi-participant, and multidisciplinary, with implications for how to conceptualize expertise in engineering problem solving.

关键词： Professional aspects

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Study on the Fundamentals of Electrical engineering Based on Grey Correlation Analysis 18th

Study on the Fundamentals of Electrical Engineering Based on...

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18th International Conference on Computer Science and Education, ICCSE 2023

作者： Tang, Fei Xu, Jian Qi, Huamei Liao, Qingfen Qi, Junfeng School of Electrical Engineering and Automation Wuhan University Wuhan China School of Computer Science and Engineering Center for Teaching and learning development Central South University Changsha China

ISBN: (纸本)9789819707294

The fundamentals of electrical engineering is a compulsory course set up by the school of electrical and automation of Wuhan University for undergraduate junior students. As an important platform course of electrical engineering, it has high requirements for students to learn the pre sequence basic courses. Firstly, this paper uses grey correlation analysis to analyze the correlation between the courses of advanced mathematics, circuit theory and electrical engineering of undergraduate students in recent three years and this course. Then the correlation coefficient is obtained and normalized. Finally, it is used as the analysis of new students’ learning situation. In this way, we can effectively have a scientific and objective understanding of the basic knowledge of new students and the learning situation of preamble courses. © The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2024.

关键词： Students

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Curriculum-wide project based learning by refining capstone projects

Curriculum-wide project based learning by refining capstone ...

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2010 ASEE Annual Conference and Exposition

作者： Hyman, Barry Borgford-Parnell, Jim Lin, Yuyi Mechanical and Aerospace Engineering Dept. University of Missouri United States Center for Engineering Learning and Teaching University of Washington United States University of Missouri United States

Our goal in this project is to address the twin objectives of: (1) systematically increasing project-based learning experiences throughout the Mechanical and Aerospace engineering (MAE) curriculum at the University of Missouri;and (2) increasing the prospects for industry adoption and commercialization of industry-sponsored and student-generated MAE capstone design projects. We are upgrading the outcomes of recent MAE capstone design projects by having needed refinements to those designs serve as the basis for project-based learning activities throughout the MAE curriculum. Thus, students in pre-capstone courses will gain insight to, and experience with, many aspects of real-world engineering projects. Simultaneously, capstone design projects will be advanced further towards industry implementation and commercialization. The refinement activities in the pre-capstone courses are being planned and managed by students enrolled in a new senior/graduate course in management of design, working under the direction of the pre-capstone course instructors. This approach makes it feasible to systematically integrate project-based learning into engineering education without requiring major curriculum reforms or new faculty resources. In this paper, we first describe the process we went through to select the capstone design refinement opportunities, identifying the pre-capstone courses most suitable as venues for the refinement activities, and enlisting instructors of those pre-capstone courses to adopt these refinements as the basis for project-based learning experiences for their students. Next, we describe the design management course and the activities of those students in facilitating the refinement activities. We then turn to our plans for synthesizing the refinements into updated versions of the capstone designs. Finally, we discuss the formative assessment process currently underway, including interviews with, and surveys of, faculty and students. © American Society for

关键词： Students

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Design of e-learning and online tutoring as learning support for academic writing

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Asian Association of Open Universities Journal 2019年第2期14卷 85-96页

作者： Iwasaki, Chiaki Tada, Yasuhiro Furukawa, Tomoki Sasaki, Kaede Yamada, Yoshinori Nakazawa, Tsutomu Ikezawa, Tomoya Center for Teaching and Learning Kansai University Suita Japan Division of International Affairs Kansai University Suita Japan Kansai University Suita Japan Center for Teaching and Learning Osaka Sangyo University Daito Japan Faculty of Letters Kansai University Suita Japan Graduate School of Computer Science and Information Engineering Asia University Taichung Taiwan

Purpose: The purpose of this paper is to discuss the development and assessment of learning support environments for academic writing that utilize ICT, such as e-learning and online tutoring, in Japanese higher education. First, the authors introduce the design of an e-learning writing program for the Japanese language and assess whether the program is an effective learning support tool for undergraduates. Second, the authors analyze and assess online tutoring support for academic writing and clarify the merits and disadvantages of online and offline tutoring at writing centers, then suggest instructional strategies by analyzing the writing tutoring process. Design/methodology/approach: The authors adopted e-learning goals to assess its effectiveness. The authors asked the participants questions they could answer from five-point scales, conducted a paired t-test, and included a free description-type questionnaire. Then, to assess online tutoring, the 12 students took pre- and post-test questionnaires, after which the authors conducted a Wilcoxon signed rank test. In addition, the authors carried out a Kruskal–Wallis rank sum test in order to confirm differences in satisfaction level and the effectiveness of face-to-face tutoring and online tutoring. Findings: By analyzing the pre- and post-test results, the t-test confirmed that the students found the e-learning system to be effective for nurturing academic literacy. This means the system is appropriate as a support tool for nurturing academic writing, especially writing knowledge and rules, and university must provide a comprehensive learning support environment including e-learning. Next, the authors found no statistically significant difference between face-to-face and online tutoring, although some problems with the writing process remained. So online tutoring has opportunity to promote autonomous learning. The research results make it clear that because of writing centers’ potential and their effectiveness in u

关键词： E-learning Higher education learning support Online tutoring Writing center

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Everyday project management products archived as e-portfolio: Evidence of social learning in an engineering design curriculum

Everyday project management products archived as e-portfolio...

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114th Annual ASEE Conference and Exposition, 2007

作者： Pezeshki, Charles Racicot, Kelley Washington State University United States Washington State University School of Mechanical and Materials Engineering United States Industrial Design Clinic Department of Teaching and Learning Washington State University United States Center for Teaching Learning and Technology WSU United States

Electronic portfolios (e-portfolios) have steadily increased in popularity in recent years as a platform for students, teachers and programs to collect, reflect on and revise their work. E-Portfolios in education are ideally student-centered and outcomes-based, i.e. students use e-portfolios to evidence learning that showcases authentic work, connections between ideas and courses over time, and culminating achievements. However, on-the-ground implementation of eportfolios poses some practical challenges in meeting these goals. First, introducing e-portfolio typically means introducing a new platform into the curriculum. This requires new technology skills and training for students and faculty. Second, e-portfolio platforms that emphasize student learning, reflection, and assessment often marginally support the actual work of producing artifacts. The added workload and technical learning curve students and faculty face in bridging the portfolio-work tool gap can be a significant barrier to adopting new, innovative e-portfolio platforms. The purpose of this study is to determine how student learning can be evidenced using the project management (PM) and knowledge management (KM) platforms already used in a capstone engineering design course as e-portfolio archives. Specifically, we look at the artifacts, reflections and revisions produced during the regular course of business using PM software and a group wiki for KM. We want to know how KM and PM tools perform as e-portfolios and how to improve the methods and instruments we use to assess student learning by integrating what we know from e-portfolio research with existing data from student and industrial partner assessments. In order to accomplish this, we first identify major themes in the e-portfolio literature. Next, we use a backward-design approach to analyze existing course assessment data according to these themes. Finally, we identify the strengths, areas for improvement and future research using e-portfolios

关键词： engineering education

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An adaptive intelligent recommendation scheme for smart learning contents management systems

An adaptive intelligent recommendation scheme for smart lear...

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FTRA 7th International Conference on Multimedia and Ubiquitous engineering, MUE 2013

作者： Cho, Do-Eun Yeo, Sang-Soo Kim, Si Jung Innovation Center for Engineering Education Mokwon University Daejeon Korea Republic of Division of Computer Engineering Mokwon University Daejeon Korea Republic of Center for Teaching and Learning Hannam University Daejeon Korea Republic of

ISBN: (纸本)9789400767379

This study aims to provide personalized contents recommendation services depending on a learner's learning stage and learning level in the learning management system using open courses. The intelligent recommendation system proposed in this study selects similar neighboring groups by performing user-based collaborative filtering process and recommends phased learning contents by using prior knowledge information between contents and considering the relevance and levels of learning contents. The proposed learning contents recommendation is applied flexibly according to a user's learning situation and situation-specific contents recommendation link is created by performing the intelligent learning process of recommendation system. This service allows a variety of industrial classification learners using open course to effectively choose more accurate curriculum. © 2013 Springer Science+Business Media Dordrecht(Outside the USA).

关键词： Collaborative filtering

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Measuring the effects of a research-based field experience on undergraduates and K-12 teachers

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Journal of Geoscience Education 2001年第3期49.0卷 235-248页

作者： Huntoon, Jacqueline E. Bluth, Gregg J. S. Kennedy, William A. Department of Geological Engineering and Sciences Michigan Technological University Houghton MI 49931 United States Center for Teaching Learning and Faculty Development Michigan Technological University United States

During the summer of 1999, a new type of field course was taught in five of eastern Utah's National Parks and Monuments. The course was unique because it targeted a combination of university undergraduates and K-12 teachers, emphasized development of participants' problem-solving skills, and assessed the effectiveness of several non-traditional teaching methods. The course's primary goal was to teach participants to develop and test their own ideas. The course also was designed to help participants learn to use tools and methods employed by research scientists. A mix of undergraduates and teachers was targeted so that the course could be used to introduce undergraduates to the concept of teaching as a career. A blend of pedagogical components was employed and tested during the course. Pre- and post-course attitudinal surveys, instruments designed to measure lower-and higher-order cognitive skills, diagnostic learning logs, and post-course interviews were used to assess the course's success at achieving six specific goals. The course produced an immediate impact on the attitudes, career choices, and lower-and higher-order cognitive skills of student participants. Although the initial results are intriguing, the assessments are not statistically significant for a variety of reasons including small sample size. Subsequent offerings of the course will be assessed in similar ways so that results can be interpreted with more confidence in the future.

关键词： Education - earth science Education - geoscience Education - pre-college Education - Science Education - Teacher education Education - testing and evaluation Education - Undergraduate Field study Field trips Geology - teaching and curriculum Summer field courses

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