ethanporcaro/eric-fulltext-meta huggingface dataset:
Transfer Students&apos; Recommendations for Enhancing Success and Easing the Transition into the Middle Years of Engineering at Receiving Hispanic-Serving Institutions
Author: Ogilvie, Andrea M.
Date: 2019-00-00
Type: Journal Articles
Subjects: College Transfer Students,Engineering Education,Hispanic American Students,Student Adjustment,Student Experience,Student School Relationship,Bachelors Degrees,Research Universities,Public Colleges,Academic Persistence,Self Motivation,Social Networks,Familiarity,College Environment,Academic Support Services,Student Participation,Educational Counseling,College Curriculum

To make the transfer student pathway viable to meet workforce needs, it is essential to think beyond simply linking two institutions and getting students in the door--students need to be supported throughout the adjustment period. In this article, we address the &quot;support&quot; aspect of the problem by reporting findings from 306 engineering transfer students' responses to open-ended survey items that focused on factors that helped students adjust and how their sending and receiving institutions could have helped ease the transition; our sample, which is largely Hispanic/ Latino (88%), includes both vertical and lateral transfer students who proceeded to enroll in 4-year Hispanic-Serving Institutions. Six themes emerged related to elements that helped students make the adjustment: individual/self, personal network, familiarity with the environment, polite/helpful atmosphere, institutional resources, and student involvement. Student recommendations on how sending institutions could have helped ease their transition focused on information, academic curriculum, and institutional process, and recommendations for receiving institutions included students' requests for more assistance with getting involved on campus, building personal networks, and understanding institutional resources. While themes were consistent across sub-groups within the sample, in this article we highlight some of the few observed differences based on type of transfer pathway and student status as Hispanic/Latino. Within the current system and operating structure of higher education, statewide and/or system wide efforts to collaborate and coordinate between institutions must occur at the college level, and more often at the department or program level, to properly address many of the long-standing issues that appear to be more acute for degree plans in engineering disciplines and for transfer students who pursue these pathways.
Building a Local Curricular Diffusion Model Based on a Gamified Homework Platform in First Year Engineering: A Case Study
Author: Streiner, Scott Charles
Date: 2019-00-00
Type: Journal Articles
Subjects: Curriculum Development,Educational Games,Homework,College Freshmen,Engineering Education,Educational Innovation,Computer Software,Social Theories,Networks,Case Studies,Curriculum Design,Computer Simulation,Student Motivation,Educational Benefits,Student Attitudes

Implementation of educational innovations on a local scale requires consideration of a variety of different factors including stakeholders, curriculum design, classroom context, and culture. Although theories exist for dimensions of scale and diffusion of educational innovations across multiple institutions, they do not focus on the elements necessary to achieve a successful diffusion of a curricular innovation in a local context. This work leverages Actor Network Theory (ANT) and other theories on dimensions of scale to develop a framework for the local diffusion of a digital gamified homework platform called 3D GameLab. As a case study, we offer research findings around the key actors in the local curricula scale-up network and explore the relationships between these actors and how they work together to ensure an effective implementation. This model can be used as a guide for engineering education practitioners when seeking to expand the reach of their local educational innovations.
A Rube Goldberg Approach to Teaching Dynamics of Machine Elements
Author: Orr, Marisa K.
Date: 2019-00-00
Type: Journal Articles
Subjects: Teaching Methods,Motion,Kinetics,Equipment,Competition,Student Projects,Design,Skill Development,Manufacturing,Engineering Education,College Students,Scientific Concepts,Concept Formation,Creativity,Experiential Learning

Dynamics of Machine Elements is a junior-level course in mechanical engineering that covers the kinematics (motion) and kinetics (causes of motion) of machine elements such as linkages, cams, and gear trains. This paper describes the results of adding a Rube Goldberg Machine Contest® project to the course to address student concerns over the lack of interactivity in the previous lecture-only format. The goals of the project were to give students experience designing, analyzing and implementing a variety of machine elements in a hands-on manner. On a post-survey, many students reported that the open-ended nature of the project was very challenging yet did not help them learn the content, but it did help them develop other skills, such as manufacturing and design, and helped them learn to work with new people. Peer evaluation scores on contributing to the team's work, keeping the team on track, and expecting quality improved significantly over the term.
Description and Mixed Methods Evaluation of a Novel Hardware-Based Introductory Programming Course
Author: Secules, Stephen
Date: 2019-00-00
Type: Journal Articles
Subjects: Programming,Introductory Courses,Required Courses,Engineering Education,Student Attitudes,Self Concept,Active Learning,Student Projects,Electronics,Computer Software,Instructional Effectiveness,Course Objectives,Minority Group Students,Disproportionate Representation,College Students,Academic Persistence,Majors (Students),Teaching Styles,Laboratories

This paper compares an innovative approach to teaching a required introductory C programming course to a traditional C programming course for electrical engineering (EE) students. The novel course utilizes hardware-based projects to motivate students to master language syntax and implement key programming concepts and best practices. In a mixed methods research evaluation, we compare the attitudes and self-perceptions of the students in each of the introductory courses, as well as success rates for each cohort in their subsequent intermediate programming class and progress toward their degrees. Performance and retention outcomes were similar for the two courses. After students took the novel course, they were more likely to feel that they fit in as electrical engineers and less likely to believe that programming was &quot;not real engineering.&quot; Qualitative data and pedagogical descriptions of the two courses help connect these quantitative findings to key features of the courses.
Effect of Cooperative Instructional Strategy on Interest, and Achievement in Biology among Low-Achieving Senior Secondary School Students in Niger State, Nigeria
Author: Yunusa, Umaru
Date: 2014-06-00
Type: Journal Articles
Subjects: Foreign Countries,Cooperative Learning,Teaching Methods,Science Achievement,Low Achievement,Secondary School Students,Biology,Science Instruction,Instructional Effectiveness,Student Interests

This study employs a quasi-experiment, non-equivalent control group, pretest-posttest design in investigating the effect of cooperative instructional strategy on interest and achievement in biology among low-achieving senior secondary school students. The population of the study was all senior secondary school students in Bida Educational Zone, Niger State, Nigeria. Two research questions and two null hypotheses guided this study. The sample was 44 students drawn from four schools purposively sampled, from 40 schools in the Educational Zone. An instrument tagged Biology Interest Inventory (BII) and Biology Achievement Test (BAT) were developed and used for the study. Data was analyzed using means and analysis of covariance (ANCOVA). Findings indicate that Cooperative Instructional Strategy (CIS) significantly affects student interest and achievement in biology. Recommendation among which include, the use of Cooperative Instructional Strategy (CIS) of teaching should be encouraged and practiced among students in senior secondary schools especially those whose performance is below average or those regarded as low-achieving students.
The Middle Years in Engineering: An Effective Transfer Partnership Drives Student Success in STEM
Author: Laugerman, Marcia
Date: 2019-00-00
Type: Journal Articles
Subjects: STEM Education,Engineering Education,Partnerships in Education,Community Colleges,Colleges,Institutional Cooperation,College Transfer Students,Communities of Practice,Teacher Student Relationship,Two Year College Students,Student Participation

Increasing the number of transfers and graduates in engineering who start at community colleges (CC) requires strategic partnering between institutions. Reflecting on the results of a five-year partnership between a large, multi-location CC and a large four-year university, we present the goals, conceptual framework, specific results, and best practices for developing and sustaining STEM partnerships to increase the number of transfers and graduates in engineering. There were four foundational practices to this partnership: (1) inter-institutional collaboration, (2) creating a CC engineering orientation course, (3) developing an engineering admissions partnership program for CC students, and (4) data collection and analysis for informed decision making. The specific foundational practices described in this paper are part of a larger effort to increase the persistence of CC transfers in engineering by creating or enhancing a transfer-friendly environment, a community of practice through partnerships, greater awareness about engineering and engineering careers, student-faculty interaction, and new datasets for research and evaluation. Results of the partnership include a notable increase in the number of pre-engineering students, the number of students participating in the engineering admissions partnership program, the number of students transferring to the university, the number of transfer students participating in a learning community, and an increase in first-year retention rates of CC transfer students in engineering.
The Rising Sophomore Abroad Program: Early Experiential Learning in Global Engineering
Author: Knight, David B.
Date: 2019-00-00
Type: Journal Articles
Subjects: Engineering Education,Study Abroad,Experiential Learning,Global Approach,Undergraduate Students,Cultural Awareness,Program Effectiveness,Barriers,Student Projects,Context Effect,Educational Technology,Technology Uses in Education

Multiple reports suggest that future engineering work will be conducted by globally diverse teams for globally diverse customers. Despite the demonstrated benefits of study abroad opportunities to develop such global competencies, undergraduate engineers participate at low rates. The Rising Sophomore Abroad Program presented in this paper describes an integrated class experience combined with an international field trip that has experienced rapid growth over the past few years and effectively scaled up to enroll 135 students in the 2017 program (8% of the incoming first-year engineering cohort). Program evaluation demonstrates that students achieved a range of global learning outcomes in both the class as well as the short-term study abroad module, and this blended approach may overcome some of the deficiencies of short-term programs while promoting future international engagement among undergraduate engineers. We outline unique program elements that other institutions might implement as they seek to expand students' international opportunities.
Integrating Open-Source Tools for Embedded Software Teaching: A Case Study
Author: Rafique, Muhammad Usman
Date: 2019-00-00
Type: Journal Articles
Subjects: Case Studies,Open Source Technology,Electronics,Engineering Education,Computer Software,Computer Science Education,Teaching Methods,Robotics,Student Projects,Light,Instructional Effectiveness,Course Descriptions,Foreign Countries,Universities,Prerequisites,Required Courses,Design

Consumer electronics are creating huge job markets for graduates with the programming back-ground, and more and more computer science departments are launching embedded software subjects to meet this demand. However, most students majoring computer science do not have the background in electronics, or even circuits. Due to this reason, how to convey the abstract knowledge on embedded software tangibly to students in computer science is a significant challenge in teaching to bridge the gap between the limited background and curriculum requirements. This paper addresses this challenge by proposing a student project to develop and pilot test a mobile robot platform, and a peer competition with the robots developed by other students. The project requires students to develop a mobile robot using commercial sensors and actuators for simultaneous light source seeking and obstacle avoidance. The development and assembly of such a system stimulate students' interest in this subject and provide them with a concrete understanding of embedded systems. The algorithm design and implementation enhance their theoretical knowledge gained from lectures. To facilitate the development, this project is partitioned into multiple parts and we provided a one-hour tutorial every week for all parts. The components include basic simple concepts such as input/output programming, intermediate tasks such as reading sensor data and controlling motors, and advanced topics such as multi-threading to simultaneously control multiple software methods. The final competition motivates students to develop robust and optimal programs. It helps them accumulate practical knowledge about performance limits of some electronic devices and calibration techniques to improve the performance. The pilot testing of this course has been conducted for two semesters and all major issues have been addressed. A comprehensive survey was conducted at the end of the course to get student feedback on different pedagogical aspects of the course. The evaluation results demonstrate the effectiveness of the project in enhancing students' understanding of electronics, knowledge of programming to support embedded systems, and critical thinking.
Evaluating the Effectiveness of an Affordable and Portable Laboratory Kit for an Introductory Control Systems Course
Author: Reck, Rebecca M.
Date: 2019-00-00
Type: Journal Articles
Subjects: Laboratory Experiments,Undergraduate Study,Program Effectiveness,Engineering Education,Instructional Materials,Laboratory Equipment,Student Attitudes,Undergraduate Students,Concept Formation,Teaching Methods

Laboratory kits allow students to take home laboratory equipment to complete experiments on their own time. Because of the lower cost, laboratory kits expand access to hands-on experiences for online courses and to budget-strapped campuses. Although students like laboratory kits, no previous studies compared student learning objectives on assignments using laboratory kits with existing laboratory equipment. We conducted a quasi-experiment to compare students' achievement of learning and their experience in the instructional laboratory for two offerings of an introductory control systems course. Half of the laboratory sections in each offering used the existing equipment, while the other sections used a new kit. The objectives of the laboratory experiments were the same for both types of equipment, and the instructions were as close as possible. In order to assess the students' achievement of the learning objectives and understand the students' experience, we collected a variety of data, including graded laboratory reports, end-of-semester surveys, focus groups, student reflections after each laboratory, midterm exam scores, final exam scores, and control systems concept inventory scores. This comprehensive assessment method may be of independent interest. Based on the data collected, we found no significant differences in the achievement of the learning objectives or in the students' experiences.
Enhancing Learning Effectiveness by Implementing Screencasts into Civil Engineering Classroom with Deaf Students
Author: Bao, Amanda
Date: 2019-00-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Civil Engineering,Engineering Education,Students with Disabilities,Classroom Techniques,Undergraduate Students,Student Experience,Video Technology,Instructional Materials,Assistive Technology,STEM Education,Accessibility (for Disabled),Deafness,Grades (Scholastic),Computer Software,Computer Assisted Instruction

This paper presents a teaching innovation of introducing screencasts into Civil Engineering classroom instruction to improve learning outcomes for students, including those with hearing disabilities. Screencasts are screen captures of learning materials, broken into detailed steps with narration and synchronized captions provided by an instructor. With screencasts, students are able to follow the instructor's elaboration of the problem step-by-step to understand the underlying principles. Our screencasts approach is targeted at upper level technical courses in Civil Engineering and focuses on inclusive Civil Engineering classroom with deaf students. A bank of thirty eight screencasts was developed in 2012 and has been applied to supplement a Civil Engineering undergraduate core course: Structural Analysis. The screencasts are posted on the instructor's teaching website, and are open to all students and interpreters participating in this course. The final calculated grades of the hearing students and the deaf students were collected for five consecutive academic years from 2011 to 2015. The grades of the hearing students and the deaf students were analyzed and compared before and after the screencasts were introduced. Another comparable Civil Engineering course without screencasts, Elementary Structures, was selected as a benchmark to evaluate the effects of screencasts on students' learning. Surveys were performed to gather students' feedback about their experience in using screencasts. The research results show that implementing screencasts to supplement traditional Civil Engineering lectures may enhance both deaf and hearing students' learning effectiveness.
Learning Calculus through PBL in an Industrial Engineering and Management Program - A Seven-Year Study
Author: Cargnin-Stieler, Marinez
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Calculus,Problem Based Learning,Engineering Education,Graduate Students,Masters Programs,Mathematics Education,Interdisciplinary Approach,Outcomes of Education,Mathematics Skills,Skill Development,Learning Strategies,Creativity,Critical Thinking,Self Evaluation (Individuals)

This paper aims to study ways of contributing to the development of Calculus through a Project-Based Learning (PBL) approach, which involves students in their first semester of the Integrated Master's program in Industrial Engineering and Management (IEM) at the University of Minho. The study presents the analysis of forty-two interdisciplinary project reports developed by students over a seven-year period. The reports offer good evidence for the application of the requested Calculus learning outcomes, demonstrating that the application of Calculus content occurred during the development of the project. This finding means that PBL was successful as a truly active learning process for Calculus that involves students learning independently through the interdisciplinary resolution of problems related to their engineering professional profiles.
The Benchtop Hybrid -- Using a Long-Term Design Project to Integrate the Mechanical Engineering Curriculum
Author: Constans, Eric
Date: 2019-00-00
Type: Journal Articles
Subjects: Engineering Education,Design,Student Projects,Problem Solving,Thinking Skills,Teaching Methods,Video Technology,Active Learning,Integrated Curriculum,Undergraduate Students

This paper describes the use of a large-scale, multi-semester design project as a means of integrating six courses in the mechanical engineering curriculum. The project, a bench-scale hybrid powertrain, is built up -- component by component -- as students advance through the curriculum. The authors used the project to test two research hypotheses: (1) that a long-term, large-scale design project would increase long-term subject matter retention and (2) that a long-term, large-scale design project would increase students' design and problem-solving skills. The authors found that the design project had no measurable effect on long-term subject matter retention, but did have an impact on design thinking and skill. The paper gives a full description of the project and assessment effort, and provides some of the insights acquired by the authors while conducting this research. A complete description of the project and videos of student designs can be found on the project website, www.benchtophybrid.com.
Virginia Gordon as Servant Leader
Author: Higgins, Elizabeth M.
Date: 2019-00-00
Type: Journal Articles
Subjects: Academic Advising,Faculty Advisers,Mentors,Educational Research,Higher Education,Teacher Role,Leadership Qualities,Altruism,Caring,Ethics,Social Justice,Role Models

Virginia Gordon was a teacher, scholar, practitioner, and leader who also served as a role model and mentor to others. Her insight and research informed the many innovative initiatives she pursued on behalf of the student advising experience. Gordon's scholarly and evidence-based approach set the stage for academic advising as a field of scholarly inquiry and helped shape the growth and direction of the profession. Virginia Gordon's work was other-directed. Her goal was always to support the growth and development of others. This qualitative study tried to capture Gordon as understood by the higher education professionals who knew her, worked with her, and/or studied with her. That she was other-directed supports our view regarding Virginia Gordon as a servant leader.
Virginia Gordon: Pioneering the Concept of Scholar-Practitioner in Academic Advising through Her Own Scholarship and Practice
Author: Nguyen, Tammy
Date: 2019-00-00
Type: Journal Articles
Subjects: Academic Advising,Faculty Advisers,Teacher Role,Educational History,Career Counseling,Research Methodology,Educational Research,Career Development,Scholarship,Developmentally Appropriate Practices,Student Needs

Virginia Gordon has had a significant influence on academic advising. Her scholarly work, along with that of other scholars in the field, shows how much she was respected and valued. In this article, we review her scholarly work to highlight some of her great research. Additionally, we incorporate personal narratives from those who knew her best, her closest colleagues.
Motivational Inputs Received by Migrated and Non-Migrated Students during Classroom Teaching in JNVS
Author: Kumar, Sujeet
Date: 2014-03-00
Type: Journal Articles
Subjects: Student Motivation,Residential Schools,Gifted,Rural Population,Cultural Background,Migration,Indo European Languages,Teacher Student Relationship,Student Exchange Programs,Language of Instruction,Foreign Countries,Middle School Students

Objective of the present study is to observe the level of motivational inputs received by migrated and non-migrated students of JNVs during classroom teaching. In this research JNV Bilaspur was selected for data collection. Ten migrated students and ten non-migrated students were selected as sample. The self-developed Classroom Motivational Input Scale for Students was used to measure the level of motivational inputs received by students in classroom teaching. The raw score obtained on Classroom Motivational Input Scale for Students were converted to Z-Score for analysis. The results found that there is variation in the motivational inputs received by students during classroom teaching.