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Student perceptions of faculty support: Do class size or institution type matter? 123

Student perceptions of faculty support: Do class size or ins...

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123rd ASEE Annual Conference and Exposition

作者： Allendoerfer, Cheryl Wilson, Denise Plett, Melani Bates, Rebecca A. Smith, Tamara Floyd Veilleux, Nanette M. University of Washington College of Engineering United States University of Washington Department of Electrical Engineering Seattle United States Seattle Pacific University United States Minnesota State University Department of Integrated Engineering Program Mankato United States Tuskegee University Department of Chemical Engineering United States Simmons College Computer Science and Informatics Program BostonMA United States

In the context of Tinto's Model of Institutional Departure, faculty support is critical to academic integration, which in turn is an essential element of persistence in college. Thus, understanding students' perceptions of faculty support in varied settings can provide insight into student satisfaction, performance, and persistence in engineering programs. In this study, focus groups were conducted with 175 students from five different institutions and a variety of engineering and computer science majors. The institutions in this study included a small women's college, a historically black university, a small private university, a medium size teaching university, and a large public research university. Focus group transcripts were coded and analyzed qualitatively. Findings from this analysis show that in some settings, despite a perceived lack of formal, in-class faculty support, students are still able to find faculty support outside the classroom, while in other settings this informal support is also perceived as lacking. In general, smaller environments with smaller student-to-faculty ratios appear to support stronger perceptions of support, although through different pathways. A small class size does not guarantee that students will perceive greater faculty support in that class. Large class sizes are not automatically detrimental for students, but they can be if students in those classes feel a lack of faculty support or availability both in and out of the classroom. With regard to institution type, the notion that undergraduates perceive lower levels of faculty support at research institutions holds true. This study has not verified whether the level of faculty support is actually less at research institutions, but only that students' self-reported perceptions of that support were lower at the research-focused institution when compared to teaching-focused institutions in this study. Regardless, given the importance of faculty support in persistence and other a

关键词： Class size engineering Faculty support Faculty-student interactions Institution type

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Vertically aligned nanocomposite oxide thin films with enhanced ionic conductivity 228

Vertically aligned nanocomposite oxide thin films with enhan...

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Symposium on Ionic Conducting Oxide Thin Films - 228th ECS Meeting

作者： Su, Qing Zhang, Wenrui Jacob, Clement Yoon, Daeil Manthiram, Arumugam Wang, Haiyan Department of Material Science and Engineering Texas A and M University College StationTX77843-3128 United States Department of Electrical and Computer Engineering Texas A and M University College StationTX77843-3128 United States Electrochemical Energy Laboratory Materials Science and Engineering Program University of Texas at Austin AustinTX78712 United States

ISBN: (纸本)9781607685395

Oxide thin films with high ionic conductivity are crucial for sustainable energy production systems such as fuel cells that provide efficient and environmental-friendly energy. Key materials science efforts are associated with developing such oxides with high ionic conductivity. Of particular importance for developing thin film oxide materials is high performance and good stability in the operation temperature range. In this paper, vertically aligned nanocomposites (VAN) approach is reviewed. It creates vertical interfaces of two oxide materials and provides a new design paradigm to manipulate functionalities that cannot be obtained in individual constituents. Two major examples corresponding to ionic conducting oxide thin films in the VAN form presented are: (1) vertically aligned electrolyte/electrolyte nanocomposites with superior vertical ionic conductivity, and (2) vertically aligned electrode/electrolyte nanocomposites as an interlayer to increase the catalytic reaction probability. Finally, opportunities of tuning functionalities of such VAN systems are introduced. © The Electrochemical Society.

关键词： Nanocomposites

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Successful women engineering students: A survey assessment to guide our efforts to boost women's retention

Successful women engineering students: A survey assessment t...

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2010 ASEE Annual Conference and Exposition

作者： Knight, Daniel Corner Sr., Katie Louie, Beverly Shoals Sr., Amber Cabrales, Cindy Integrated Teaching and Learning Program College of Engineering and Applied Science University of Colorado Boulder United States Department of Electrical and Computer Engineering University of Colorado Boulder United States Center College of Engineering and Applied Science University of Colorado Boulder United States College of Engineering and Applied Science University of Colorado Boulder United States Student Affairs Division Student Organizations Finance Office University of Colorado Boulder United States

In the fall of 2009, a college of engineering and applied science at a public, Rocky Mountain region university embarked on a new inclusive excellence initiative called Broadening Opportunity through Leadership & Diversity (BOLD). The BOLD Center is a new K-16 organizational structure to increase the performance, representation and retention through graduation of students who are underrepresented in engineering, including women, students of color, low income and first generation college attendees. A BOLD Center focus of concern is the declining retention rate of women that has dipped below that of men recently in our college. A survey consisting of 41 questions was distributed to all undergraduate engineering women in the college that incorporates scales from the Assessing Women in engineering (AWE) assessment and from the Academic Pathways of People Learning engineering Survey (APPLES). Five research questions were posed in the survey design: • Do women express a loss of interest during their program? • Is there a chilly climate for women in the college? • Do women?s self-efficacy levels change during the program? • Do academic performance levels play a role in women?s retention in engineering? • Do women have an adequate support structure in the college? The survey generated 116 responses from 2 solicitations, with women students represented from every major across all four undergraduate years. An unintended outcome was that the sample largely consists of women with high grade point averages. Thus, this paper offers insight on top performing women?s self-efficacy and their views on the college climate, the benefits from various support systems - advising, mentoring, social and financial - and the existing programming and initiatives that can play a role in their achievements. The results indicate that women students are interested and efficacious with respect to obtaining an engineering degree, and that the college climate is, on average, warm and accepting. Howev

关键词： Students

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How engineering students study: Alone, together, or start alone, end together 122

How engineering students study: Alone, together, or start al...

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2015 122nd ASEE Annual Conference and Exposition

作者： Wilson, Denise Allendoerfer, Cheryl Bates, Rebecca A. Smith, Tamara Floyd Plett, Melani I. Veilleux, Nanette M. Department of Electrical Engineering University of Washington Seattle United States College of Engineering University of Washington United States Department of Integrated Engineering Minnesota State University Mankato United States Department of Chemical Engineering Tuskegee University United States Department of Electrical Engineering Seattle Pacific University United States Computer Science and Informatics Program Simmons College BostonMA United States

This study interviewed 33 students from four different institutions in a variety of engineering and computer science majors in order to understand how and why students study the way they do. The institutions involved in this research include two types of Carnegie 2010 Classifications (Master's L and RU-VH), geographical locations in the northwest, northeast, and midwest, both public and private institutions, and enrollments varying from 3,500 to 29,000 students (total undergraduates among all majors). Although this interview pool does not provide a large sample size, and thus results must be interpreted qualitatively and with caution, we found that a majority of students begin their studying alone and seek help only later when they run into trouble with their coursework. Despite the fact that this Start alone, End together model for studying was the predominant approach among interviewees, the reasons for choosing this mode of studying vary. For example, students at the small Women's college in this study reported easy accessibility to faculty as a reason to refrain from studying in groups, while students at the large research university reported a need to focus properly, learn fully, and make the most efficient use of limited time as the prevalent reason for beginning their study alone. Furthermore, when asked how they prefer to study, many students shift from a Start alone, End together model to a Start alone, End alone model, suggesting that students may have unrealistic expectations of being able to complete assignments and study on their own. Still other students, while making the best of Start alone, End together, expressed that they would much rather work in a group from start to finish. The results of our student interviews suggest the need for a larger study that investigates how prevalent the Start alone, End together model of studying is among a large, representative sample of engineering and computer science students and if it is an arrangement that stud

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Preferences for Using Canva Apps as a Presentation Media Creation Tool Among Gen Z Students: SEM Analysis with TAM and UTAUT2 Approaches 25

Preferences for Using Canva Apps as a Presentation Media Cre...

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25th International Seminar on Intelligent Technology and Its Applications, ISITIA 2024

作者： Maulana, Fairuz Iqbal Lestari, Dian Purnomo, Agung Arifuddin, Rahman Widartha, Vandha Pradwiyasma Adi, Puput Dani Prasetyo Bina Nusantara University School of Computer Science Computer Science Department Jakarta11480 Indonesia Faculty of Medicine Airlangga Surabaya60132 Indonesia Bina Nusantara University Binus Business School Undergraduate Program Entrepreneurship Department Jakarta11480 Indonesia University of Merdeka Malang Department of Electrical Engineering Malang Indonesia Telkom University Information System of Industrial Engineering Faculty Bandung Indonesia Research Center for Telecommunication Bandung Indonesia

ISBN: (纸本)9798350378573

The purpose of this study is to find out what makes Generation Z students accept and use Canva as a tool for making presentation materials. The conceptual framework of this study is the combination of "Technology Acceptance Model (TAM)"and the "Unified Theory of Acceptance and Use of Technology (UTAUT2)". "Structural Equation Modeling (SEM)"used for data analyzation. This research aims to understand the dynamics of Canva acceptance among students. The findings show that enjoyment, fun, and pleasure in using Canva, combined with its creative tools and design-centric approach, significantly resonate with Gen Z's preference for aesthetics. This research highlights that Canva is favored by students for creating engaging presentations. © 2024 IEEE.

关键词： Students

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Reliable Collaborative Semi-infrastructure Vehicle-to-Vehicle Communication for Local File Sharing 15th

Reliable Collaborative Semi-infrastructure Vehicle-to-Vehicl...

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15th EAI International Conference on Collaborative Computing: Networking, Applications and Worksharing, CollaborateCom 2019

作者： Mokhtar, Bassem Azab, Mohamed Fathalla, Efat Ghourab, Esraa M. Magdy, Mohamed Eltoweissy, Mohamed Electrical Engineering Department Alexandria University Alexandria Egypt Computer Engineering Program School of Engineering and Applied Sciences Nile University Giza Egypt Computer and Information Sciences Virginia Military Institute LexingtonVA24450 United States Department of Electrical and Computer Engineering Old Dominion University NorfolkVA United States College of Computing and Information Technology Arab Academy for Science Technology and Maritime Transport Alexandria Egypt

ISBN: (纸本)9783030301453

Recently, Vehicular Cloud Communication (VCC) has been gaining momentum targeting intelligent and efficient data transmission. VCC is a type of mobile ad-hoc network comprising heterogeneous vehicles sharing their resources to perform collaborative activities. In this paper, we propose a new semi-infrastructure file-browsing in order to provide Network as a service (NaaS) enabling internet-independent browsing. In our scenario, a central management platform plays the role of controlling and managing the selection of relaying vehicles supporting the source to destination file transmission procedure. Nagel-Schreckenberg rules for traffic cellular automata (CA) are used as the basis for our scenario simulation. Nagel-Schreckenberg rules simulate the behavior of a group of hypothetical vehicles moving across a highway. We study the reliability and efficiency of file transfer in such settings. Simulation results show that the number of selected relays required to establish the network highly impacts the probability of successfully sending the requested files. In addition, the distances between the selected relays influence the network throughput and the probability of network failure. Moreover, the density of relays strongly affects the overall delay that occurs due to the continuous re-transmission of the selected files among different hops. © 2019, ICST Institute for computer sciences, Social Informatics and Telecommunications engineering.

关键词： Vehicle to vehicle communications

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Sometimes, faculty matter: The contribution of faculty support to future engagement 122

Sometimes, faculty matter: The contribution of faculty suppo...

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2015 122nd ASEE Annual Conference and Exposition

作者： Wilson, Denise Jones, Diane Carlson Bates, Rebecca A. Smith, Tamara Floyd Plett, Melani Veilleux, Nanette M. Department of Electrical Engineering University of Washington Seattle United States Department of Integrated Engineering Minnesota State University Mankato United States Department of Chemical Engineering Tuskegee University United States Department of Electrical Engineering Seattle Pacific University United States Computer Science and Informatics Program Simmons College BostonMA United States

In this study, we examine the contribution of student-faculty interactions to the future engagement of students in their academic endeavors. These relationships were evaluated in a one-year longitudinal study of STEM (including engineering and computer science) students at five different institutions. These five institutions include three types of Carnegie 2010 classifications (Bac-Diverse, Master's L, and RU-VH), four geographical locations including the northwest, northeast, midwest, and southeast, and both public and private institutions with total undergraduate enrollments varying from 1,900 to 29,000 students. Both behavioral (effort, participation) and emotional (positive, negative) aspects of engagement are studied. Results show that significant relationships emerged for three of the five schools between faculty support and engagement. Formal faculty support (that provided in the context of a particular course) predicted effort (a form of behavioral engagement) at the HBCU in this study and also positive emotional engagement for both the HBCU and Teaching institution. Informal faculty support (that provided outside the context of a particular course) predicted participation (another form of behavioral engagement) and positive emotional engagement at the Research institution in the study. These results suggest that institutional culture influences how what faculty do predicts future engagement outcomes for students. At the Research institution, it appears that what happens between faculty and students outside of class influences students while at smaller or teaching-oriented institutions, what faculty do inside a class matters more. These results can provide important insight to faculty as to how to guide their interactions with students at different institutions to make the most difference in students' academic lives. © American Society for engineering Education, 2015.

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Adaptation of current signals with floating-gate circuits

Adaptation of current signals with floating-gate circuits

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作者： Pesavento, Alberto Horiuchi, Timothy Diorio, Chris Koch, Christof Department of Electrical Engineering California Institute of Technology Pasadena CA 91125 United States Department of Electrical and Computer Engineering University of Maryland College Park MD 20742 United States Department of Computer Science and Engineering University of Washington Seattle WA 98195-2350 United States Computation and Neural Systems Program California Institute of Technology Pasadena CA 91125 United States

In this paper we present a new, adaptive spatial-derivative circuit for CMOS image sensors. The circuit removes its offset as a natural part of its operation using a combination of electron tunneling and hot-electron injection to add or remove charge on a floating-gate of an auto-zeroing amplifier. We designed, fabricated and successfully tested a chip with the circuit. Test results show that the circuit reduces the offsets by more than an order of magnitude.

关键词： Image sensors

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The effect of gender on support and self-efficacy in undergraduate engineering programs

The effect of gender on support and self-efficacy in undergr...

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2010 ASEE Annual Conference and Exposition

作者： Reisberg, Rachelle Bailey, Margaret Burger, Carol Hamann, Jerry Raelin, Joe Whitman, David Women in Engineering Program Northeastern University United States WE RIT Kate Gleason College of Engineering Rochester Institute of Technology United States Department of Computer Science University of Wyoming United States Program for Women and Girls HRD Division NSF United States College of Business Administration Department of Practice-Oriented Education Northeastern University United States Electrical and Computer Engineering Department University of Wyoming United States

This study is part of a larger research project, supported by a National science Foundation Research on Gender in science and engineering program grant, designed to determine the effect of self-efficacy and other factors on the retention of women in undergraduate engineering programs. These data represent the first wave of the study completed in the 2008-2009 academic year of sophomores in the colleges of engineering from four participating universities: Northeastern University, Rochester Institute of Technology, Virginia Polytechnic Institute, and the University of Wyoming. The study examines the effect of gender on a range of contextual supports to explain three dimensions of self-efficacy: work, career, and academic within undergraduate engineering. Contextual support is defined as the institutional support provided to students through a number of mechanisms, such as financial aid, mentorship, and participation in living/learning communities. The analyses revealed some significant differences by gender. With the exception of academic self-efficacy, which is significantly higher among males, every other significant difference favors the female population. As freshmen, women are not as confident as men in their likelihood of achieving success in their engineering major. However, they were found to have higher career self-efficacy, in contrast to what has been reported in the literature, and benefit far more from mentorship. They also exceed the scores of their male counterparts in five support dimensions: they report receiving more support from professional clubs and associations;they are more involved in campus life;they take more advantage of living/learning communities;and they report that they not only receive more support from their friends but that their friends really matter to them. © American Society for engineering Education, 2010.

关键词： Professional aspects

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A summating, exponentially-decaying CMOS synapse for spiking neural systems

A summating, exponentially-decaying CMOS synapse for spiking...

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17th Annual Conference on Neural Information Processing Systems, NIPS 2003

作者： Shi, Rock Z. Horiuchi, Timothy Electrical and Computer Engineering Department University of Maryland College Park MD 20742 United States Institute for Systems Research University of Maryland College Park MD 20742 United States Neuroscience and Cognitive Science Program University of Maryland College Park MD 20742 United States

ISBN: (纸本)0262201526

Synapses are a critical element of biologically-realistic, spike-based neural computation, serving the role of communication, computation, and modification. Many different circuit implementations of synapse function exist with different computational goals in mind. In this paper we describe a new CMOS synapse design that separately controls quiescent leak current, synaptic gain, and time-constant of decay. This circuit implements part of a commonly-used kinetic model of synaptic conductance. We show a theoretical analysis and experimental data for prototypes fabricated in a commercially-available 1.5μm CMOS process.

关键词： CMOS integrated circuits

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