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123rd ASEE Annual Conference and Exposition

作者： Finelli, Cynthia Froyd, Jeffrey E. Shuman, Larry J. Center for Research on Learning and Teaching in Engineering University of Michigan United States Texas A and M University College Station United States University of Pittsburgh United States

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The efficacy of screencasts to address the diverse academic needs of students in a large lecture course

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Advances in engineering Education 2011年第3期2卷

作者： Pinder-Grover, Tershia Green, Katie R. Millunchick, Joanna Mirecki Center for Research on Learning and Teaching University of Michigan Ann Arbor MI United States College of Education Michigan State University East Lansing MI United States Materials Science and Engineering University of Michigan Ann Arbor MI United States

In large lecture courses, it can be challenging for instructors to address student misconceptions, supplement background knowledge, and identify ways to motivate the various interests of all students during the allotted class time. Instructors can harness instructional technology such as screencasts, recordings that capture audio narration along with computer screen images, to supplement the lecture with content that addresses the diversity in student academic backgrounds, motivations, and interests, to extend the classroom experience, and reach the individualized needs of students. This study documents the strategic use of screencasts in a large introductory Materials Science and engineering (MSE) course, and examines their impact on student usage and course performance. To assess the efficacy of screencasts, students were surveyed to determine how they used screencasts and whether they perceived these resources to be helpful. In addition, we correlated student usage based on website hits with student performance (e.g. final grade) to determine statistical significance. Since the course is comprised of students from different academic and social backgrounds, we also analyzed usage and performance patterns for particular student subgroups. The results indicate that students perceive the screencasts to be helpful and tend to use the resources as a study supplement. Overall, usage of screencasting in its various forms is positively and significantly correlated with course performance as indicated by the final grade. The most substantial gains were found for students with the least amount of prior exposure to concepts in the course material. These results indicate a potential for screencasts to address the various academic needs of students in a large lecture environment.

关键词： Students

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A statistical method for assessing teaching effectiveness based on non-identical pre-and post-tests 42

A statistical method for assessing teaching effectiveness ba...

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SEFI 2014: 42nd Annual Conference

作者： Direnga, J. Timmermann, D. Brose, A. Kautz, C. Engineering Education Research Group Hamburg University of Technology Hamburg Germany Center for Teaching and Learning Hamburg University of Technology Hamburg Germany Department of Engineering Education Engineering Education Research Group Hamburg University of Technology Hamburg Germany

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A case study on research in engineering education: Designing, testing, and administering the PACES-2 survey on academic integrity

A case study on research in engineering education: Designing...

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Frontiers in Education - 35th Annual Conference 2005, FIE' 05

作者： Finelli, Cynthia J. Szwalek, Jamie L. Carpenter, Donald D. Harding, Trevor S. Center for Research on Learning and Teaching North Undergraduate Engineering Education University of Michigan Naval Architecture and Marine Engineering University of Michigan Department of Civil Engineering Lawrence Technological University Department of Manufacturing Engineering Kettering University

ISBN: (纸本)0780390776

Most engineering educators excel at planning and conducting technical research in their field, but few are proficient doing this for a project in engineering education. Recently, however, there has been increased emphasis on conducting rigorous research in engineering education. This paper provides practical advice for planning and conducting such research. The authors use their long term project to predict academic dishonesty in engineering college students as a case study representing one approach to research in engineering education. In particular, the authors present the design, testing, and administration of a two-part survey instrument to collect information from college students about their decisions related to cheating. © 2005 IEEE.

关键词： engineering education

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Outside the classroom: Gender differences in extracurricular activities of engineering students

Outside the classroom: Gender differences in extracurricular...

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39th Annual Frontiers in Education Conference: Imagining and engineering Future CSET Education, FIE 2009

作者： Chachra, Debbie Chen, Helen L. Kilgore, Deborah Sheppard, Sheri Franklin W. Olin College of Engineering Needham MA United States Stanford Center for Innovations in Learning Stanford University Stanford CA United States Center for Engineering Learning and Teaching University of Washington Seattle WA United States Dept. of Mechanical Engineering Center for Design Research Stanford University Stanford CA United States

ISBN: (纸本)9781424447152

Data from the Academic Pathways Study, a component of the NSF-funded center for the Advancement of engineering Education, were used to investigate engineering student involvement in extracurricular activities. The study design used a variety of methods: the results presented here are from longitudinal and cross-sectional surveys of engineering students as well as interviews with graduating seniors. Quantitative data from both surveys suggest that women place higher importance on extracurricular activities than their male counterparts, as well as reporting higher participation in both engineering-related and non-engineering-related extracurricular activities. In addition, the importance of non-engineering extracurricular activities and the level of involvement of engineering-related extracurricular activities increases over four years of engineering education for women. For men, an increase with time was only observed for involvement in engineering-related activities. Results from the interviews corroborate the quantitative findings as well as suggesting some intriguing differences between genders: for example, that women may be more likely to take on leadership roles and men more likely to be involved in activities which involve design or 'handson' work. ©2009 IEEE.

关键词： engineering education

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Transforming college teaching courses into authentic experiences: learning through diversity

Transforming college teaching courses into authentic experie...

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113th Annual ASEE Conference and Exposition, 2006

作者： Courter, Sandra Kwako, Joan Wright, John Byrnes, Deanna Root, Thatcher Conrad, Clif University of Wisconsin Madison United States College of Engineering Engineering Learning Center United States Department of Chemistry Center for the Integration of Research Teaching and Learning CIRTL United States Lawrence University United States Department of Chemical and Biological Engineering Madison United States School of Education Department of Educational Leadership and Policy Development

Authentic achievement requires learners to "engage in disciplined inquiry to produce knowledge that has value in their lives beyond simply proving their competence." (Newmann, 1991) While college teaching courses provide an important role in preparing future faculty in STEM disciplines, a more authentic experience was the goal of one already successful course at the University of Wisconsin-Madison. Similar to other courses across the nation, students write a teaching philosophy, design a syllabus and learning plans, and complete a micro-teaching experience. While the micro-teaching experience is continually ranked as the most valuable, the instructors experimented with making the micro-teaching more authentic. In so doing, they piloted a "micro-course" in which students identified real students, rather than their peers, to teach. The unique components to the approach involved both the teaching-as-research model and the authentic achievement model. The microcourse provided the context for potentially rich conversations about teaching and learning and, therefore, for learning itself. However, results of the pilot indicated that the authentic microcourse experience was not as significant as the instructors had assumed. Rather, the components of diversity, learning community, and teaching-as-research were central to student learning;the basic micro-teaching experience returns as the authentic learning experience central to the course. This paper describes the microcourse, an innovative approach to micro-teaching, the experience of students in the pilot of this innovation, and results from this "teaching as research" experiment. This research approach to microteaching provided an opportunity to try out different teaching methods and strategies for engaging learners;learning through diversity remains key to authentic experiences. © American Society for engineering Education, 2006.

关键词： teaching

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Work in progress - Group laboratory experiment during lecture in an undergraduate fluid dynamics class: Increasing student learning and communication skills 125

Work in progress - Group laboratory experiment during lectur...

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125th ASEE Annual Conference and Exposition

作者： Anderson, Ryan Akmal, Tariq Himmer, Phillip Montana Engineering Education Research Center Montana State University United States Department of Teaching and Learning Washington State University United States Montana State University United States

Laboratory classes in engineering often occur toward the end of curriculum, excluding their benefits from the core class while it is being taught. Instead of a full laboratory, presentations and in-class demonstrations are often used to bring the concepts "to life." This work presents an on-going effort to integrate a simple, group-based laboratory into an undergraduate chemical engineering fluid dynamics course. This implementation method was based on previous work where a brief demo was done in class at the end of the semester in Fall 2016. Student feedback via surveys indicated they needed more time, smaller groups, more preparation, and the lab to be introduced closer to when the topic was learned in class. Those improvements were all made here. The lab occurred during one 75-minute course period. The concept used milli-fluidic devices fabricated in-house with a gravity driven flow. A conical funnel and tubing were used to supply water flow driven via a height difference through the milli-fluidic devices. The devices had various channel designs including a straight channel, one with 14 90° bends, and one with 22 90° bends to study the equivalent length (frictional increase) of the bends. Groups of three (from 45 total students) were given a brief write-up in advance of the class period with a schematic of the setup, relating the equipment to the Mechanical Energy Balance, an equation they had learned in the previous weeks. During the course period, the groups had access to the various milli-fluidic devices, tubing, hose-clamps, collection jars, calipers, and a scale. Their task was to find the equivalent length of a 90° bend, based on their collected experimental data. They designed their own experiment during the class period to accomplish this task. Most tubing was cut to provide a water column (driving force) between 1.5 and 4 ft. Students collected water as it drained while recording the time, and the mass of water was determined with the scale. With this ma

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Face recognition based on 2DPCA and fuzzy-rough technique

Face recognition based on 2DPCA and fuzzy-rough technique

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International Conference on Machine learning and Cybernetics

作者： Zhai, Jun-Hai Bai, Chen-Yan Zhang, Su-Fang 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)9781424465262

To remove the redundant features extracted by using 2DPCA methods, a face recognition method is presented based on 2DPCA and fuzzy-rough technique in this paper. The proposed method selects the important features for classification by using attribute reduction in fuzzy rough sets theory. The experimental results show the proposed method outperforms the face recognition methods based on 2DPCA. © 2010 IEEE.

关键词： Face recognition

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Instance selection based on supervised clustering

Instance selection based on supervised clustering

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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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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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