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Activity: teaching Coding in R through Discipline-Focused Problem-Solving in an Analytical Chemistry Course

JOURNAL OF CHEMICAL EDUCATION 2022年第8期99卷 3068-3073页

作者： Weaver, Simon D. Ambrose, G. Alex Whelan, Rebecca J. Univ Notre Dame Dept Chem & Biochem Notre Dame IN 46556 USA Univ Notre Dame Integrated Biomed Sci Grad Program Notre Dame IN 46556 USA Univ Notre Dame Kaneb Ctr Teaching & Learning Notre Dame IN 46556 USA Univ Kansas Dept Chem Lawrence KS 66045 USA

Students completing undergraduate majors in chemistry are not typically required to undergo formal training in computer programming or coding. As a result, many chemistry students are graduating without skills in understanding, writing, or manipulating computer code. This skills gap places students at a disadvantage, considering the widespread and ever-increasing use of computers to acquire, analyze, and present data in chemical industry and research. We hypothesized the following: (1) we could introduce coding to the analytical chemistry curriculum in an accessible and discipline-focused manner and (2) tasks based on adapting existing code would be accessible even to novice coders. Presented here is an activity that teaches students to use R, a widely used programming language designed for data analysis and statistics, within the user-friendly RStudio integrated development environment. The activity uses peptide charge as a motivating bioanalytical chemistry topic. The origin and importance of peptide charge are discussed in the four modules that comprise the activity. Applications relevant to chromatography and mass spectrometry are discussed. Students complete tasks of increasing difficulty, with earlier modules supporting later ones. The activity has been taught to advanced undergraduate and first-semester graduate students. In all iterations, anonymous survey data collected using a Likert-scale questionnaire reflected that most students were not familiar with R or coding generally before completing the activity. Students reported finding the activity enjoyable, efficient, effective, and easy to use. The majority reported that they would use R/ RStudio as a scientific tool in both chemistry and nonchemistry projects in the future. The activity is freely available at https:// ***/R_with_peptides_Project/***.

关键词： Upper-Division Undergraduate Graduate Education Research Analytical Chemistry Computer-Based learning Inquiry-Based Discovery learning Bioanalytical Chemistry Chromatography Mass Spectrometry Proteins Peptides

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Project-Based Service-learning and Student Motivation

Project-Based Service-Learning and Student Motivation

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ASEE Annual Conference and Exposition

作者： Rockenbaugh, Lauren A. Kotys-Schwartz, Daria A. Reamon, Derek T. Univ Colorado Boulder CO 80309 USA Univ Colorado Mesa State Coll Mech Engn Partnership Program Boulder CO 80309 USA Univ Colorado Dept Mech Engn Boulder CO 80309 USA Univ Colorado Integrated Teaching & Learning Program Boulder CO 80309 USA

We know from motivation theory that enhanced motivation in students is positively correlated with engagement and active learning, interest, and value. We know less about the types of instructional strategies and curricular interventions that work to enhance student motivation in a typical engineering course. Grounded in motivation theory, the purpose of this research is to evaluate how the context of project-based service-learning affects aspects of student motivation (particularly interest and engagement) in a required undergraduate Mechanical Engineering course. Our research aims to answer: 1) How does project-based service learning affect students' motivation as compared to conventional (non-service) project-based learning? 2) Do students find the context of project-based service-learning more interesting and/or valuable than conventional project-based learning? 3) How does project-based service-learning affect student engagement in the course as compared to conventional project-based learning? The research, which began in 2009, is being completed over a three-year period. The students and activities in Component Design, an existing junior-level course, will serve as the research focus. Specifically, project-based service-learning curriculum will be implemented into a required design and build activity for Component Design students. Using a conventional design project as the control, how the context of project-based service learning affects aspects of student motivation will be studied. A mixed-methods assessment strategy will be employed: quantitative data from pre-and post-project surveys and shorter surveys administered during the semester will be combined with qualitative data from student interviews and focus groups. This paper will discuss the research design, theoretical framework, and the results of a pilot survey administered in February 2010.

关键词： Students

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Elementary Students' Perceptions of Engineers: Using a Draw-an-Engineer Test to Evaluate the Impact of Classroom Engineering Experiences and Explicit Engineering Messaging

Elementary Students' Perceptions of Engineers: Using a <i>Dr...

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ASEE Annual Conference and Exposition

作者： Rivale, Stephanie Yowell, Janet Aiken, Jayne Adhikary, Sweta Knight, Daniel Sullivan, Jacquelyn F. Univ Colorado K Engn Educ 12 Boulder CO 80309 USA Univ Colorado K Engn Educ 12 Integrated Teaching & Learning Lab Boulder CO 80309 USA Univ Colorado Boulder CO 80309 USA Univ Colorado Boulder Boulder CO USA Univ Colorado Coll Engn & Appl Sci Integrated Teaching & Learning Program Boulder CO 80309 USA Univ Colorado Coll Engn & Appl Sci Inclus Excellence Boulder CO 80309 USA

This study evaluates pre/post 5th grade students' (n=335) perceptions of engineering utilizing an engineering attitudes assessment and a Draw-an-Engineer Test (DAET) for two cohorts of students in eight elementary schools taught by engineering Graduate teaching Fellows. One cohort participated in the program prior to the implementation of an explicit messaging intervention based upon the National Academy of Engineering's (NAE) Changing the Conversation (CTC) findings, while the other cohort actually received the messaging intervention. Engineering attitudes were measured on two dimensions ("knowledge of engineering as a career" and "interest in engineering") at the beginning and end of the academic year. These results were compared with a qualitative analysis of the Draw-an-Engineer Test. The results showed that all students significantly improved on the "knowledge of engineering" dimension over time, with the engineering messaging intervention significantly impacting the girls in the study. The results from the "interest in engineering" construct were more complex. The DAET study revealed that gender of the Graduate teaching Fellow had significant impacts on the engineers drawn by the girls in the study;girls were more likely to draw a female engineer if they were taught by a female Graduate teaching Fellow. The collective results of this pilot study imply that the CTC messages make a positive impact on 5th grade students' engineering attitudes. Further research with additional cohorts is necessary to replicate and validate the results and tease out interactions with additional factors.

关键词： Engineers

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Engineering for American Communities: Engaging engineering students in multidisciplinary altruistic engineering design projects

Engineering for American Communities: Engaging engineering s...

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作者： Zarske, Malinda S. Rockenbaugh, Lauren A. Kotys-Schwartz, Daria A. Reamon, Derek T. University of Colorado Boulder United States Mesa State College-University Colorado Mechanical Engineering Partnership Program United States Department of Mechanical Engineering University of Colorado Boulder United States Integrated Teaching and Learning Program United States

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Are resource-usage patterns related to achievement? A study of an active, blended, and collaborative learning environment for undergraduate engineering courses

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EUROPEAN JOURNAL OF ENGINEERING EDUCATION 2021年第3期46卷 416-440页

作者： Stites, Nick A. Berger, Edward DeBoer, Jennifer Rhoads, Jeffrey F. Univ Colorado Integrated Teaching & Learning Program Boulder CO 80309 USA Univ Colorado Engn Plus Program Boulder CO 80309 USA Purdue Univ Sch Engn Educ W Lafayette IN 47907 USA Purdue Univ MEERCat Purdue Mech Engn Educ Res Ctr W Lafayette IN 47907 USA Purdue Univ Sch Mech Engn W Lafayette IN 47907 USA

Pedagogical innovations continue to be developed and adopted in engineering education, but how these pedagogical innovations affect the students' experiences and learning outcomes is not fully understood. This study investigates the extent to which a student's resource-usage pattern relates to their course grade, scores on problem-solving exam questions, and scores on conceptual exam questions in a resource-rich undergraduate dynamics course. The regression analysis indicates thaton averagea student's resource-usage pattern is not predictive of their achievement, but it also identifies one individual resource-usage pattern that is associated with higher achievement and one pattern that is associated with lower achievement. Based on the resource-usage behaviours of the students exhibiting these two patterns, general resource-usage suggestions for all of the students in the course are developed. This research illustrates the power of investigating the experiences and achievements of specific subgroups of students, not just those of the stereotypical or average student.

关键词： Cluster analysis help-seeking behaviour conceptual understanding procedural knowledge engineering education

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Engineers as entrepreneurs: invention and innovation in design and build courses

Engineers as entrepreneurs: invention and innovation in desi...

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Frontiers in Education (FIE) Conference

作者： L. Carlson J. Sullivan S. Poole M. Piket-May Integrated Teaching and Learning Program College of Engimeriog and Applied Science University of Colorado Boulder Boulder CO USA

For several years, first-year engineering students at Colorado University (USA) have experienced the joys and frustrations of engineering in a college-wide introductory design-build test course. The course introduces students to engineering through hands-on, open-ended team design projects. The course is intended to serve the needs of entry-level first-year students, who are of similar age and maturity. With support from an NCIIA grant, a new course targeted at advanced and transfer students, and with an emphasis on entrepreneurship, was piloted. This paper discusses various elements of both courses as they apply to the process of invention and innovation, describes some design projects, and summarizes the lessons learned.

关键词： Design engineering Technological innovation Educational institutions Education Testing Innovation management Engineering students Leg Engineering profession Teamwork

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A drop-in tutoring program to support the retention, self-efficacy and identity of undergraduate engineering students

A drop-in tutoring program to support the retention, self-ef...

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118th ASEE Annual Conference and Exposition

作者： Louie, Beverly Knight, Daniel Sullivan, Jacquelyn F. Center CU's College of Engineering and Applied Science University of Colorado Boulder United States Integrated Teaching and Learning Program University of Colorado Boulder's College of Engineering and Applied Science Boulder United States

In spring 2008 the College of Engineering and Applied Science at the University of Colorado Boulder established an inclusive excellence program with a focus on increasing the academic performance and retention through graduation of students who are underrepresented in engineering - including women, minorities, low-income and first-generation college students. The Broadening Opportunity through Leadership and Diversity Center (BOLD) Center hosts the Student Success Center (SSC), a drop-in tutoring initiative that is available for all engineering students, with an eye towards building inclusion. Launched in fall 2008, the SSC's primary goals are to foster student learning, maximize academic performance in math and science foundation courses and ultimately curtail the loss of students during the first, second and third years of engineering study. This paper presents the motivations behind hosting a college-wide tutoring center through the diversity-serving program in the college, the role of the SSC in improving the retention and success of first- and second year engineering students and a comparison of SSC users with the first- and second-year engineering non-user student population. Our primary research focus is to assess the factors associated with the use of facilitated informal learning environments, such as the SSC, that can impact student self-efficacy, identity and retention. Research includes probing the reasons behind the increased success we observe in SSC users, the impact of tutoring practices on student retention (especially those underrepresented in engineering), and examining the interest and academic performance of firstand second-year men and women who both persisted in or left engineering. This paper focuses on the results for 220 unique students who used the SSC more than 1050 times during the 2009-2010 academic year, with most seeking support for Calculus I-III, Chemistry and Physics. Staffed by two tutors at all times, the SSC provided approximate

关键词： Students

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Goldshirt transitional program: Creating engineering capacity and expanding diversity through a performance-enhancing year

Goldshirt transitional program: Creating engineering capacit...

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2010 ASEE Annual Conference and Exposition

作者： Ennis, Tanya Milford, Jana Myer, Beth Sullivan, Jacquelyn Knight, Daniel Sieber, Diane Scarritt, Ann Boulder's College of Engineering and Applied Science Engineering GoldShirt Program University of Colorado Boulder United States Department of Mechanical Engineering Engineering GoldShirt Program University of Colorado Boulder United States Integrated Teaching and Learning Program Boulder's College of Engineering and Applied Science University of Colorado Boulder United States University of Colorado Boulder United States

At our nation's universities, too few rural, low-income, underrepresented minority and firstgeneration students pursue engineering degrees, and most well-prepared women show little interest. Because inadequate pre-college academic preparation is a known critical barrier to university-level engineering admission, one pathway for engineering colleges to increase their undergraduate student population diversity is to commit to boosting the performance of under-prepared high school graduates admitted under transitional status. The Engineering GoldShirt program at the University of Colorado at Boulder, supported by National Science Foundation funding, provides a performance-enhancing year for under-prepared students directly admitted to the engineering college. The highly-structured approach closely monitors student performance against seven goals. One goal is to increase student interest in, and knowledge of, an engineering career - supported by creating a strong community among GoldShirt students and the larger college population. Another goal is to ensure that students are prepared to academically perform in a traditional engineering program after their transitional GoldShirt year. By achieving all program goals, we seek to create a national model for significantly boosting recruitment, retention and graduation of under-prepared students in engineering. The Engineering GoldShirt program enrolled its first cohort of 16 highly-motivated yet under-prepared students in fall 2009. In the pilot group, 11 represent the first-generation in their families to attend college, 13 are underrepresented minority students, and seven are female. This paper describes the College of Engineering and Applied Science's unique approach to expanding opportunity for students from historically underrepresented groups to succeed in engineering, and shares the lessons learned thus far about recruitment, admissions, curriculum development, course placement, and student support services - all stra

关键词： Students

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Are French fries and grades bad for you? Conflicting evidence on how K-12 teachers search in a K-12 engineering digital library

Are French fries and grades bad for you? Conflicting evidenc...

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2010 ASEE Annual Conference and Exposition

作者： Reitsma, Rene Klenk, Paul Zarske, Malinda Sullivan, Jacquelyn Department of Business Information Systems College of Business Oregon State University United States Duke University United States University of Colorado Boulder United States Integrated Teaching and Learning Program Boulder's College of Engineering and Applied Science University of Colorado Boulder United States

The TeachEngineering digital library provides teacher-tested, standards-based engineering content for K-12 teachers to use in science and math classrooms. Since its release in 2005, TeachEngineering has experienced significant growth in users and contributors;data on this growth is presented. The TeachEngineering team-researchers at the University of Colorado at Boulder, Oregon State University, Duke University, Colorado School of Mines, and Worcester Polytechnic Institute-continues to research its search functions and user interface in order to ensure that it meets the needs of its intended users, K-12 teachers. Empirical evidence from an experimental study on the dimensions of alignment between digital K-12 lesson materials and education standards, however, contradicts that of the observed search behavior of patrons of TeachEngineering. Whereas the experiment convincingly shows that grade band information does not add to the teaching materials' relevance for an educational standard, observed patrons' searching patterns show ample evidence of grade band-based searches. In this paper, we offer that although grade band-based searches should perhaps be avoided because they improperly bias search results, they are such a prominent feature in the actual use of digital libraries that as designers we must support them while mitigating the risk of unfortunate search bias. As a possible solution, we suggest supporting grade-based searches as well as offering query expansion by widening the grade band. © American Society for Engineering Education, 2010.

关键词： Digital libraries

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Group Active Engagement Exercises: Pursuing the Recommendations of Vision and Change in an Introductory Undergraduate Science Course

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Journal of College Science teaching 2017年第5期46卷 20-25页

作者： Jardine, Hannah E Levin, Daniel M Quimby, B Booth Cooke, Todd J doctoral student Department of Teaching and Learning Policy and Leadership College of Education University of Maryland College Park clinical assistant professor Department of Teaching and Learning Policy and Leadership College of Education University of Maryland College Park associate director of the Integrated Life Sciences Program University of Maryland College Park professor of cell biology and molecular genetics and director of the Integrated Life Sciences Program University of Maryland College Park

Vision and Change in Undergraduate Education: A Call to Action, published by the American Association for the Advancement of Science in 2011, suggested cultivating biological literacy and practicing more student-centered learning in undergraduate life sciences education. We report here on the use of Group Active Engagement (GAE) exercises in an introductory biology course designed to incorporate the core concepts and competencies suggested by Vision and Change while focusing on collaborative, student-centered learning. Although current research provides evidence for the value of active learning pedagogies in supporting students' conceptual understanding, we argue that the GAE exercises may prove to be effective in supporting both students' conceptual understanding and their core scientific competencies. We describe our implementation of GAE exercises and analyze data from surveys, interviews, and in-class videos to explore students' perceptions of and participation in the GAE exercises. Through this analysis, we present the GAE exercises as curricular and instructional practices that meet the recommendations of Vision and Change.

关键词： Science education Biology Active learning Pedagogy Higher education

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