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2012 International Conference on Machine learning and Cybernetics, ICMLC 2012

作者： Zhai, Jun-Hai Xui, Hong-Yu Zhang, Su-Fang Li, Na Li, Ta Machine Learning Center Faculty of Mathematics and Computer Science Hebei University Baoding 071002 China Teaching and Research of Section of Mathematics Hebei Information Engineering School Baoding 071000 China

ISBN: (纸本)9781467314855

Instance selection is one of important steps in pattern classification. Recently, instance selection is a hot research topic in pattern recognition, data mining, machine learning, and draws many researchers' attention. By instance selection, we can eliminate the redundant instances in the datasets, and select more important and fewer samples as training set to train a classifier with good generalization performance. In this paper, we present an instance selection method based on supervised clustering, the main idea is to select instances belonging to inner boundary and outer boundary of clusters. The experimental results show that our proposed method is effective and efficient. © 2012 IEEE.

关键词： Data mining

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Using construct-centered design to align curriculum, instruction, and assessment development in emerging science 08

Using construct-centered design to align curriculum, instruc...

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Proceedings of the 8th international conference on International conference for the learning sciences - Volume 3

作者： Shawn Y. Stevens Joseph S. Krajcik Namsoo Shin James W. Pellegrino Susan Geier Su Swarat Gregory Light Eun Jung Park César Delgado Denise Drane Minyoung Song Chris Quintana Emily Shipley Brenda Lopez Silva Shanna Daly Emily Wischow Tom Moher Clara Cahill Alan K. Szeto Nathan A. Unterman Lincoln J. Lauhon Eric A. Hagedorn National Center for Learning and Teaching in Nanoscale Science and Engineering University of Michigan Ann Arbor MI National Center for Learning and Teaching in Nanoscale Science and Engineering University of Illinois at Chicago Chicago IL National Center for Learning and Teaching in Nanoscale Science and Engineering Purdue University West Lafayette IN National Center for Learning and Teaching in Nanoscale Science and Engineering Northwestern University Evanston IL Glenbrook North High School National Center for Learning and Teaching in Nanoscale Science and Engineering University of Texas at El Paso El Paso TX

The National center for learning and teaching in Nanoscale Science and engineering was established to conduct research on how to effectively introduce emergent sciences into K-16 classrooms, using nanoscale science and engineering (NSE) as an example. One of the NCLT's main goals is to develop an approach to map out the knowledge domains (constructs) associated with NSE and use these domains to guide learning research and the development of instructional materials, assessment, and teacher education. These efforts have been aligned through the development and institution of Construct-centered Design (CCD), a principled process that is based largely on evidence-centered assessment design (Mislevy, Steinberg, Almond, Haertel, & Penuel, 2003) and learning goal-driven design (Krajcik, McNeill & Reiser, 2007). This poster session provides an overview of the CCD process and illustrates how the use of this process has afforded alignment of learning research with the development of instructional materials and assessments.

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A Comparison of the Types of Problems Encountered by Entrepreneurial Students and Successful Professional Entrepreneurs

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Entrepreneurship Education and Pedagogy 2019年第3期2卷 214-244页

作者： Reeves, Philip M. Zappe, Sarah E. Follmer, D. Jake Poorvu Center for Teaching and Learning Yale University New Haven CT United States Leonhard Center for the Enhancement of Engineering Education College of Engineering The Pennsylvania State University University Park PA United States Department of Doctoral Studies in Literacy Salisbury University Salisbury MD United States

Research examining the similarities and differences between the types of problems that students enrolled in entrepreneurship courses encounter and the types of problems that successful entrepreneurs encounter when working on ventures is limited. Providing projects and activities that closely resemble real-world situations would likely increase the amount of knowledge and skills that students are able to transfer from school into the workforce. In this article, 7 successful professional entrepreneurs and 32 students enrolled in entrepreneurial classes were interviewed and asked to describe the problems that they encountered when working on projects. Fifteen different types of problems were classified based on the interviews. Entrepreneurs did not encounter three types of problems that students struggled with. Students encountered all but three of the same types of problems as entrepreneurs;but within these types of problems, there were some qualitative differences between the two groups. Implications and suggestions for improving courses and activities in entrepreneurship education are discussed. © The Author(s) 2019.

关键词： 4-year universities entrepreneurial learning entrepreneurship education entrepreneurship programs qualitative research

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engineering design factors: how broadly do students define problems?

Engineering design factors: how broadly do students define p...

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Frontiers in Education (FIE) Conference

作者： L.L. Bogusch J. Turns C.J. Atman Industrial Engineering Center for Engineering Learning and Teaching University of Washington Seattle WA USA

The preparation of students for design problem solving is an important aspect of engineering education. While it may appear obvious that senior engineering students will be more adept at solving design problems than freshmen engineering students, this perceived progress should be measured and quantified. Analysis of the factors a student considers when approaching an engineering design problem will provide a means of measuring and quantifying the differences of the abilities of students. A study was conducted in which 93 engineering students (both freshmen and seniors) were asked to list the factors one would consider in solving a particular large scale engineering design problem. The responses of the students were videotaped and then transcribed. Two coding schemes were developed to categorize the statements that students made while discussing design factors, first by physical location of the topic of the factor, and secondly by the frame of reference in which the factor is mentioned. In this paper, the transcribed responses of 25 students are described and discussed within the framework of the two categorization schemes. The goal of this preliminary analysis was to validate the coding scheme that will be applied to the full data set.

关键词： Design engineering engineering students Educational institutions engineering education Protocols Problem-solving Large-scale systems State feedback Accreditation Design methodology

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Observations on benefits/limitations of an audience response system

Observations on benefits/limitations of an audience response...

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

作者： Silliman, Stephen E. Abbott, Kevin Clark, G. Christopher McWilliams, Leo H. College of Engineering University of Notre Dame United States Office of Information Technologies University of Notre Dame United States Kaneb Center for Teaching and Learning University of Notre Dame United States

Providing stimulating lectures to large groups of students has been one of the most challenging aspects of a first-year engineering course sequence. Prior efforts at improving the lecture environment included use of an audience response system (ARS). While the ARS was a positive influence, two limitations were identified: (i) it did not provide for one-on-one interaction with students, and (ii) overuse led to student discontent. Experiments are underway to combine the ARS with use of a Tablet PC, allowing the lecturer to wirelessly project the Tablet PC screen while moving around the lecture hall. The lecturer can run software from any point in the hall, annotate / save slides in real time, or project student annotations and problem solutions to the class. This has allowed the lecturer to: (i) interact directly with individual students, (ii) encourage a participatory learning environment, and (iii) maintain higher levels of attendance at lectures. While a number of positive impacts on the learning environment have been observed, it is noted that the students do not generally recognize the novelty of the new technology. Thus, motivation for use of the technology should be based on improvement of the learning environment rather than on the novelty of the technology.

关键词： engineering education

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A graduate student pedagogy seminar in chemical engineering 125

A graduate student pedagogy seminar in chemical engineering

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125th ASEE Annual Conference and Exposition

作者： Smith, Christina Sitomer, Ann Koretsky, Milo Undergraduate Instructional Development Sheridan Center for Teaching and Learning Brown University United States Portland State University United States Department of Chemical Engineering Oregon State University United States

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Are we really "crossing the boundary"? Assessing a novel integrated math/science course

Are we really "crossing the boundary"? Assessing a novel int...

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2010 ASEE Annual Conference and Exposition

作者： Finelli, Cynthia Meadows, Lorelle Lorch, David Davis, Cinda-Sue Meadows, Guy Center for Research and Learning North College of Engineering University of Michigan United States University of Michigan United States Center for Research on Learning and Teaching College of Engineering M-STEM Academy United States Program United States Department of Atmospheric Oceanic and Space Sciences College of Engineering University of Michigan United States Marine Hydrodynamics Laboratories M-STEM Academy United States

In recognition of the critical need for an increased and diverse workforce in science, technology, engineering, and math (STEM), the University of Michigan (U-M) College of engineering developed the M-STEM Academy. Based on the successful Meyerhoff Scholars Program,1,2,3,4 we identify talented diverse incoming engineering students with interest in STEM fields who, for reasons of socioeconomic class, first generation college student status, race, gender, or lack of high school rigor might not be successful in pursuing an engineering degree. Like the Meyherhoff Scholars Program, the M-STEM Academy provides these students with a highly coordinated support system during the critical transition years between high school graduation and the declaration of an engineering major by the junior undergraduate year. Components of the M-STEM Academy include: Careful identification and selection of students, A pre-freshman, six-week, intensive, summer transition program, A "Living Community" program during the freshman year through which M-STEM students live in the same residence hall, Required advising and academic coaching that focuses on academic planning and success strategies as well as on dealing with personal challenges, Peer study groups, tutoring, and supplemental instruction, Mentoring and other professional development opportunities, Monthly "family meetings" where student cohorts and M-STEM staff discuss academic and personal opportunities, challenges, and strategies, Research opportunities during the academic year or during the summer between the first and second year, and A $3,000 financial incentive for full participation and for maintaining a B average. © American Society for engineering Education, 2010.

关键词： Students

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Creative problem solving course - Student perceptions of creativity and comparisons of creative problem solving methodologies

Creative problem solving course - Student perceptions of cre...

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2008 ASEE Annual Conference and Exposition

作者： Gerhart, Andrew Carpenter, Donald Lawrence Technological University Department of Mechanical Engineering Lawrence Technological University American Institute of Aeronautics and Astronautics LTU LTU Leadership Curriculum Committee Department of Civil Engineering Lawrence Technological University Center for Teaching and Learning LTU

A new course in creative problem solving was developed and administered. The course explores the core competencies of creativity through in-class activities and games, as well as assigned work. In addition, the students study and implement various methodologies of creative problem solving through various problems and product development assignments. Teamwork is emphasized and each student is given at least two opportunities to act as a team leader during a problem solving or product development project. All students' leadership skills are both selfassessed and assessed by each team member. On the first day of the course, the students were surveyed on their general perceptions of creativity, problem solving, teamwork, leadership, the role of creativity in engineering, and their personal view on their own creativity. After the course, the same survey was administered. A comparison of the pre and post-course surveys yields a shift in perceptions. Six methods of creative problem solving were explored by the students. The methods, which vary in number of steps from four to eight, were compared and broken into five general steps. At the conclusion of the course, the students analyzed the effectiveness of the course. © American Society for engineering Education, 2008.

关键词： Students

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Creating a multi-disciplinary course with industrial input

Creating a multi-disciplinary course with industrial input

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113th Annual ASEE Conference and Exposition, 2006

作者： Lynch-Caris, Terri Borchers, Andrew El-Sayed, Jacqueline Harding, Trevor Hoff, Craig Redekop, Benjamin Kettering University United States Department of Industrial and Manufacturing Engineering Kettering University United States Industrial Engineering Division ASEE Department of Information Systems Kettering United Kingdom Department of Mechanical Engineering Center of Excellence in Teaching and Learning United Kingdom ERM Division Board of Directors Kettering University Center for Excellence in Teaching and Learning Advisory Board United States Society of Automotive Engineers International Scholarship Committee Engineering Education Board Department of Liberal Studies Kettering United Kingdom

A diverse group of faculty has begun working on a multi-pronged project that aims to raise awareness among faculty and students about the environmental impact of decisions in manufacturing and product design. The project incorporates a multi-disciplinary approach at several levels including cooperation among diverse faculty, input from industrial partners, and direct collaboration between students, faculty, and administrators. Initially, the group will develop an engineering elective course employing proven, innovative pedagogical methods and tools that enable students to incorporate environmental as well as economic concerns into technical design. The course will be offered for both undergraduates and graduate students. In an attempt to reach as many students as possible, the course is being offered with minimal prerequisites. It will be team-taught by faculty in Industrial & Manufacturing engineering, Business, and Liberal Studies. Significant input into the modules will be sought from Mechanical engineering and Chemistry faculty. The multi-disciplinary nature of the course allows the topic to be presented in a comprehensive and unique fashion. The course modules begin with a module exploring historical and ethical perspectives on the environmental impact of industrial processes. Technical content and engineering tools comprise the middle weeks of the course, as life cycle concepts and material choices are introduced. The course concludes with a module presenting business and management perspectives, and will include multiple case studies that illustrate how environmental considerations can be incorporated in the design process. In addition to the multi-disciplinary faculty component, an industrial advisory board made up of local industry professionals and university professors has been created to oversee the project. The advisory board meets annually to review technical progress by the group and also to provide guest speaker and plant trip opportunities. Ford Par

关键词： Curricula

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Preparing for professional practice: course evaluation and implications

Preparing for professional practice: course evaluation and i...

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Frontiers in Education (FIE) Conference

作者： J. Turns C.J. Atman F. Mannering Center for Engineering Learning and Teaching University of Western Australia Seattle WA USA

One goal of engineering schools is to prepare students to become engineering practitioners. At the University of Washington, we have been conducting a variety of research projects devoted to the concurrent goals of (a) articulating what it means to prepare students to become engineering practitioners, (b) assessing students' preparedness for being engineering practitioners, and (c) designing and evaluating activities that promote student preparation in areas that are potentially overlooked in traditional curricula. In this paper, we focus on the evaluation of a two-credit course designed during the summer of 1999 and taught during the fall of 1999. In particular, we describe the motivations behind the course design, the primary components of the course design, and the outcome of an empirical and extensive student-based evaluation of the course. In addition, we discuss the possible implications of the evaluation results.

关键词： Civil engineering Design engineering Ethics engineering education Educational institutions Writing Licenses Accreditation Problem-solving Merging

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