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World Environmental and Water Resources Congress 2006: Examining the Confluence of Environmental and Water Concerns

作者： Carpenter, D.D. Harding, T.S. Finelli, C.J. Lawrence Technological University Civil Engineering Department 21000 W. Ten Mile Road Southfield MI 48075 United States Kettering University Industrial and Manufacturing Engineering 1700 W. Third Avenue Flint MI 48504 United States University of Michigan Center for Research on Learning and Teaching 4117 Engineering Research Building i Ann Arbor MI 48109 United States

ISBN: (纸本)0784408564

Student academic dishonesty, commonly referred to as cheating, has become a serious problem at institutions of higher education. This is particularly true of engineering students who, according to previous research, are among the most likely to cheat in college. In addition, research on college students in all fields has indicated that such behavior is more common among students who participate in academic dishonesty at the high school level and that it is correlated with other deviant or unethical behaviors, such as petty theft and lying. If, in fact, such correlations do exist, one might hypothesize that there is also a relationship between academic dishonesty in college and deviant or unethical behavior in professional practice. Placing this relationship in the context of higher levels of academic dishonesty among engineering students only increases the seriousness of the problem for engineering educators, professionals, corporations, and society. To investigate this concern, the authors have undertaken two research projects. The first project focused on the Perceptions and Attitudes toward Cheating among engineering Students (PACES-1). The goal of the research was to develop a better understanding of what students and faculty perceive as cheating and to use this knowledge to help instructors and institutions increase the level of academic integrity. The second project examined the correlation between academic dishonesty and unethical behavior with a majority of the students in the sample having worked for a considerable period of time during their college years. This provided a unique opportunity to study the connection between academic dishonesty and professional behavior within the same sample of individuals. This paper will discuss some of the implications of academic dishonesty on professional ethical behavior and provide an overview of the two investigations conducted by the authors. © 2007 ASCE.

关键词： Students

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Effect of controlling group heterogeneity on student performance in a graphical programming course

Effect of controlling group heterogeneity on student perform...

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Frontiers in Education (FIE) Conference

作者： Evelia Y. Salinas Adrienne E. Williams Christine E. King Biomedical Engineering Department University of California - Irvine Irvine California Division of Teaching and Learning Research Center University of California - Irvine Irvine California

ISBN: (数字)9781728117461

ISBN: (纸本)9781728117478

This study assesses whether students perform better in an introductory programming course if they are placed in groups with people of the same or varying programming aptitude. Although the push for teaching code in U.S K-12 classrooms is growing, students arrive to college with a variety of coding experience because only not all schools include coding in their curriculum. Understanding what makes a group productive and efficient is important as the use of active-learning pedagogies across college classrooms grows. The studies presented here aim to 1) predict how well a student will perform in an introductory programming course based on a pre-assessment administered at the beginning of the course and 2) determine whether students perform better in an introductory programming course if they participate in team based projects with people of the same or varying programming aptitude. During the first week of class, students were administered a pre-assessment. Their score determined individual student programming aptitude. Students were assigned to groups based on their performance, where control groups consisted of students who only scored as high programming aptitude or only scored low programming aptitude, and experimental teams consisted of a mix of both. Evidence was found to indicate that the group formation pre-assessment was a good indicator of programming aptitude. It was also found that when completing individual tasks, students who were placed in groups with students of varying programming aptitude outperformed those who were placed in groups with students of the same programming aptitude. The positive findings and their effect on students' abilities to learn a programming language demonstrated that the technique of a short assessment and assigned groups may become an important tool to create more effective groups in large introductory programming courses. Although further testing is required, this technique may shape the future of group formation in large prog

关键词： Encoding Programming profession Biomedical engineering Cognition Employment Education

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Inclusion in the Classroom, Lab, and Beyond: Transferable Skills via an Inclusive Professional Framework for Faculty

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Change: The Magazine of Higher learning 2021年第5期53卷 48-55页

作者： Donald L. Gillian-Daniel Robin McC. Greenler Sean T. Bridgen April A. Dukes Lucas B. Hill Inclusive Teaching Programming through the University of Wisconsin–Madison's Collaborative for Advancing Learning & Teaching colead of the National Science Foundation (NSF) Aspire Alliance National Change Initiative is Assistant Director for the Center for the Integration of Research Teaching and Learning Associate Director for External and Institutional Partnerships at the National Academic Advising Association: The Global Community for Academic Advising and a faculty member in the Department of Special Education Counseling and Student Affairs at Kansas State University Faculty and Future Faculty Program Director for the Engineering Educational Research Center and the Institutional Co-Leader for Pitt-CIRTL (Center for the Integration of Research Teaching and Learning) at the University of Pittsburgh Associate Researcher and Evaluator at the University of Wisconsin–Madison in the Wisconsin Center for Education Research

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Methods and outcomes of the NSF project on synthesizing environments for digitally-mediated team learning 126

Methods and outcomes of the NSF project on synthesizing envi...

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126th ASEE Annual Conference and Exposition: Charged Up for the Next 125 Years, ASEE 2019

作者： DeMara, Ronald F. Campbell, Laurie O. Hartshorne, Richard Dagley, Melissa A. Spiegel, Sam Tian, Tian Tian Chen, Zhongzhou Donnelly, Julie Tatulian, Adrian Hernandez, Florencio Eloy Sheikhfaal, Shadi Pourmeidani, Hossein Esteves, Hans Beck, Joseph E. Gibson, Tara University of Central Florida United States Colorado School of Mines United States Department of Chemistry Karen L. Smith Faculty Center for Teaching and Learning University of Central Florida United States Department of Electrical and Computer Engineering Department of Learning Sciences and Educational Research Department of Physics Center for Initiatives in Science Technology Engineering and Mathematics Department of Chemistry Department of Mechanical and Aerospace Engineering Division of Digital Learning University of Central Florida OrlandoFL32816 United States Trefny Innovative Instruction Center University of Colorado Mines GoldenCO80401 United States Department of Computer Science Worcester Polytechnic Institute WorcesterMA01609 United States

This poster paper describes the authors' single-year National Science Foundation (NSF) project DRL-1825007 titled, "DCL: Synthesis and Design Workshop on Digitally-Mediated Team learning" which has been conducted as one of nine awards within NSF-18-017: Principles for the Design of Digital STEM learning Environments. Beginning in September 2018, the project conducted the activities herein to deliver a three-day workshop on Digitally-Mediated Team learning (DMTL) to convene, invigorate, and task interdisciplinary science and engineering researchers, developers, and educators to coalesce the leading strategies for digital team learning. The deliverable of the workshop is a White Paper composed to identify one-year, three-year, and five-year research and practice roadmaps for highly-adaptable environments for computer-supported collaborative learning within STEM curricula. As subject to the chronology of events, highlights of the White Paper's outcomes will be showcased within the poster itself. Collaborations during this workshop identified near-term and future research directions to facilitate adaptable digital environments for highly-effective, rewarding, and scalable team-based learning. An emphasis of the workshop included the personalization of collaborations among diverse learners by automating the identification and utilization of learners' efficacies and knowledge gaps to create complementary collaborative teams that maximize avenues for peer teaching and learning. The workshop targeted the utilization and efficacy of next-generation learning architectures through a focus on instructional technologies that facilitate digitally-mediated team-based learning. These included technical objectives of: (1) identifying new research in learning analytics required to automate more optimal composition, formation, and adaptation of learner design teams;(2) detecting advances in physical and virtual learning environments that can achieve more effective and scalable observa

关键词： Curricula

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Discovering implications of the academic pathways study for YOUR campus

Discovering implications of the academic pathways study for ...

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作者： Atman, Cynthia J. Sheppard, Sheri Brunhaver, Samantha Chachra, Debbie Chen, Helen L. Gilmartin, Shannon Katherine Kilgore, Deborah Lande, Micah Lichtenstein, Gary Lund, Dennis Smith, Karl A. Turns, Jennifer A. Yasuhara, Ken University of Washington United States Stanford University United States Franklin W. Olin College of Engineering United States Center for Engineering Learning and Teaching University of Washington United States Center for Design Research Stanford University United States Department of Engineering Education School of Engineering Education Purdue University West Lafayette United States Department of Human Centered Design and Engineering University of Washington United States

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An examination of the relationship between academic dishonesty and professional behavior 33

An examination of the relationship between academic dishones...

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33rd Annual Frontiers in Education, FIE 2003

作者： Harding, Trevor S. Passow, Honor J. Carpenter, Donald D. Finelli, Cynthia J. Kettering University Manufacturing Engineering FlintMI48504 United States University of Michigan School of Education Ann ArborMI48109 United States Lawrence Technological University SouthfieldMI48075 United States University of Michigan Center for Research on Learning and Teaching Ann ArborMI48109 United States

ISBN: (纸本)0780379616

A number of recent studies have found correlations between academic dishonesty in higher education and unethical behavior in the work settings. However, these studies have not explored the causal relationship between the underlying factors that lead to this dishonesty. This realization, and apparently high levels of cheating among engineering students, has lead us to a research hypothesis that decision making patterns about academic cheating among engineering students are positively correlated with those individuals' decision making patterns about work place ethics and responsibility. To test our hypothesis, we have developed an exploratory survey that asks questions about the respondent's decisions during opportunities to "cheat" in each of two contexts: college classrooms and work-place settings (with a special focus on engineering work settings). The survey was designed to provide qualitative data that could be used to later develop a more robust quantitative survey. This paper will present only the preliminary quantitative results from this survey. © 2003 IEEE.

关键词： Surveys

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Special session — Assessing student learning of engineering design

Special session — Assessing student learning of engineering...

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Frontiers in Education (FIE) Conference

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

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.

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Aligning computing education with engineering workforce computational needs: New curricular directions to improve computational thinking in engineering graduates

Aligning computing education with engineering workforce comp...

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

作者： Vergara, Claudia E. Urban-Lurain, Mark Dresen, Cindee Coxen, Tammy MacFarlane, Taryn Frazier, Kysha Briedis, Daina Buch, Neeraj Esfahanian, Abdol-Hossein Paquette, Louise Sticklen, Jon Laprad, Jeannine Wolff, Thomas F. Center for Research on College Science Teaching and Learning MSU United States Department of Instructional Technology Research and Development Division of Science and Mathematics Education College of Natural Science MSU United States Talent Development. CSW Australia Chemical Engineering and Materials Science MSU United States Civil and Environmental Engineering. MSU United States Computer Science and Engineering MSU United States Math and Computer Science Department LCC United States Engineering Education Research United States Undergraduate Studies College of Engineering MSU United States

ISBN: (纸本)9781424447152

In this global economy, the preparation of a globally competitive U.S. workforce with knowledge and understanding of critical computing concepts is essential. Our CPACE (Collaborative Process to Align Computing Education with engineering Workforce Needs) vision is to revitalize undergraduate computing education within the engineering and technology fields. Our objective is to design and implement a process to engage stakeholders from multiple sectors and identify the computational tools and problem-solving skills and define how these skills-directly informed by industry needs-can be integrated across disciplinary curricula. By explicitly integrating computing concepts and disciplinary problem solving, engineering graduates will enter the workforce with improved and practice-ready computational thinking that will enhance their problemsolving and design skills. We present the analysis of the computational skills and the strategies that we are using to map the workforce problem-solving requirements onto the foundational computer science principles. We outline the framework that we are using to identify opportunities for curricular integration between computer science concepts and the disciplinary engineering curricula. By documenting, evaluating, and making the process explicit, this process can serve as a model for national efforts to strengthen undergraduate computing education in engineering. ©2009 IEEE.

关键词： Problem solving

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Experiential learning in engineering Education: A Case Study in Probability and Statistics Class Project at the University of Texas at Arlington

Experiential Learning in Engineering Education: A Case Study...

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IISE Annual Conference and Expo 2023

作者： Yang, Yiran Zhao, Jing Wallace, Martin Hulla, Ryan Paul Shahriar, Mohammad Ahnaf Department of Industrial Manufacturing and Systems Engineering University of Texas at Arlington ArlingtonTX76019 United States Department of Industrial Engineering Penn State Behrend EriePA16563 United States University of Texas at Arlington Libraries ArlingtonTX76019 United States Center for Research on Teaching and Learning Excellence University of Texas at Arlington ArlingtonTX76019 United States

ISBN: (纸本)9781713877851

Probability and statistics are the fundamental knowledge that is required by many college majors such as industrial engineering, data science, computer engineering, and computer science, not only in the University of Texas at Arlington (UTA) but also in most 4-year colleges. Classes that cover probability and statistics are offered at both undergraduate and graduate levels. To enhance the students’ active learning in probability and statistics classes, especially their understanding of discrete and continuous probability distributions as well as hypothesis testing, a case study is conducted at UTA where an experiential course project is designed and implemented, as a part of the UTA Libraries’ Experiential learning Faculty Facilitators Program. Specifically, two experiential data collection processes are designed: (1) the collection of Nylon 12 particle dimensions (e.g., diameter, circularity, etc.) using a microscope, and (2) the collection of time intervals between students arriving at the UTA Central Library. The impact of this experiential project on students’ learning is evaluated through a series of predesigned survey questions. The main hypothesis investigated in this research is that students’ self-perceptions of their competencies (in analyzing data, selecting appropriate software, exploring data, assembling team, collaborating in teams, managing knowledge, and applying knowledge in a new situation) will increase by participating in the designed experiential project. © 2023 IISE Annual Conference and Expo 2023. All rights reserved.

关键词： Students

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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 (ICMLC)

作者： Jun-Hai Zhai Chen-Yan Bai Su-Fang Zhang Machine Learning Center Faculty of Mathematics and Computer Science Hebei University Baoding China Teaching and research of section of mathematics Hebei Information Engineering School Baoding China

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.

关键词： Face Face recognition Databases Feature extraction Principal component analysis Rough sets Covariance matrix

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