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At FIE 2002, 13 engineering educators assembled to address a variety of topics and predict the “Future of Engineering Education.” Larry Shuman organized and moderated the session [1]. Topics included the changing demographics and economics of the country, technological advances, the engineering pipeline, the state of the University and forces driving change, engineering as a liberal art, the accreditation...
Student diversity in higher education tends to focus on gender, ethnicity/race, and socio-economic status. However, these factors do not address cognitive diversity. Cognitive diversity, within the context of this study, refers to the varying ability of brain functions such as reasoning and memory, excluding persons with a developmental disability. Students with learning disabilities (LD), specifically...
This work in progress presents a developmental model representing the ability of students to negotiate shared meanings with cultural others in order to build sustainable and mutually beneficial partnerships. The goal of this research is to locate students within this continuum and provide a student-centered starting point in the ways students construct meaning around cultural differences. This paper...
Earlier research published by the authors has demonstrated an improvement in prediction capability when incorporating nine affective characteristics into an artificial neural network retention model with eleven cognitive factors. Models developed previously have achieved moderate success with overall prediction accuracy above 70%. In this follow-up study, in order to develop new knowledge on relationships...
Concept inventory use came to the education literature in 1985 through the first publication of the force concept inventory. Since that time, there have been multiple inventories developed in all areas of science, technology, engineering, and mathematics. For the past three decades, adoption and utilization of the inventories has not progressed to the instrument's full potential. Participants will...
Laboratory classes are an integral part of engineering education, but they are resource intensive impose significant logistical constraints upon the curriculum. One option to reduce these burdens is the use of remote laboratory classes - where students interact with the hardware at a distance, rather than in the traditional laboratory environment. Remote laboratories are an increasingly popular innovation...
The differential change of incoming male and female engineering students' self-beliefs over the freshman year hold critical import for continuous improvement in first-year engineering education. Whether male and female students hold similar noncognitive self-beliefs upon entering college, and if they change similarly over the freshman year, are examined. Thus, the objective of this work-in-progress...
ABET requires that engineering graduates be able to work on multi-disciplinary teams and apply mathematics and science when solving engineering problems. One manner of integrating teamwork and engineering contexts in a first-year foundation engineering course is through the use of model-eliciting activities (MEAs) - realistic, client-driven problems based on the theoretical framework of models and...
The integration of engineering contexts and advanced engineering topics into a first-year foundational engineering course are realized by the use of realistic, client-driven problems called Model-Eliciting Activities (MEAs). Model-Eliciting Activities incorporate advanced engineering content, yet are suitable for undergraduate engineering students. These problems are being used as a mechanism to help...
The development and evaluation of a remote laboratory for student manipulation and learning is reported in this work in progress paper. The laboratory allows students to observe and control a physical setup of a multi-pipe fluid flow experiment through the Internet and to predict and analyze the results. The laboratory learning environment interface was developed using Lab VIEWtrade and structured...
This work-in-progress presents instruments that have been developed to assess team effectiveness for students in engineering classrooms. The instruments include: a) a 24-item self-report instrument (Team Effectiveness Scale) requiring students to indicate the degree their team worked together across the following domains: interdependency, goal-setting, potency, and learning; and b) a 6-item measure...
Understanding the direct and indirect relationships among freshman engineering student attributes and outcomes can provide a foundation for continuous improvement in first-year engineering education. Therefore, the goal of this research has been to begin measuring relevant student attributes that will allow assessment tools of the future to monitor relative change in first-year engineering educational...
This work-in-progress presents results of an on-going investigation to understand the extent to which first-year engineering students' noncognitive self-beliefs are related to success following the freshman year. For this research, students' scores across nine measures (academic self-efficacy, academic motivation, leadership, metacognition, major indecision, learner type (deep vs. surface), teamwork,...
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