scholarly journals The Universe on a Desktop: Observational Astronomy Simulations in the Instructional Laboratory

2000 ◽  
Vol 17 (2) ◽  
pp. 129-132
Author(s):  
Laurence A. Marschall
Keyword(s):  
Undergraduate Students ◽  
The United States ◽  
Digital Data ◽  
Observational Astronomy ◽  
Hands On ◽  
Hands On Learning ◽  
Current Design ◽  
On Line ◽  
Computer Based ◽  
Laboratory Experiences

AbstractThough the value of hands-on learning has long been recognised by educators, it is difficult to design laboratories in astronomy classes that present realistic astrophysical techniques to undergraduate students. Unlike most other sciences, astronomy is largely observational, not experimental, and making useful observations involves expensive equipment over time scales inconvenient for pedagogy. In recent years, however, astronomy has gone almost completely digital, and the advent of large on-line databases and fast personal computers has made it possible to realistically simulate the experience of research astrophysics in the laboratory. Since 1992, Project CLEA (Contemporary Laboratory Experiences in Astronomy) has been developing computer-based exercises aimed primarily at the introductory astronomy laboratory. These exercises simulate important techniques of astronomical research using digital data and Windows-based software. Each of the nine exercises developed to date consists of software, technical guides for teachers, and student manuals for the exercises. CLEA software is used at many institutions in all the United States and over 60 countries worldwide, in a variety of settings from middle school to upper-class astronomy classes. The current design philosophy and goals of Project CLEA are discussed along with plans for future development.

Students' Perceptions Toward an International Telecollaboration Project Through an Engineering-Themed Online Simulation in a Language-Learning Setting

2020 ◽  
pp. 179-202
Author(s):  
Juan Francisco Coll-García
Keyword(s):  
Language Learning ◽  
Student Perceptions ◽  
Undergraduate Students ◽  
Engineering Students ◽  
The United States ◽  
Online Simulation ◽  
Electronic Collaboration ◽  
Efl Students ◽  
Computer Based ◽  
Role Play Simulation

This chapter investigates student perceptions toward an international collaboration that involved an online role-play simulation, Engineers Without Borders (EWB). Forty-two undergraduate students enrolled in an engineering course at a university in the United States were paired with 56 engineering students based at a university in Spain. The simulation was designed and developed not only to foster problem-solving skills, but also to provide opportunities for participants to develop communication skills, teamwork, and professionalism. The simulation also provided opportunities for EFL students to communicate in English and develop their intercultural skills through the use of a variety of electronic collaboration tools. This chapter reports on participant feedback and highlights the benefits of the computer-based nature of the telecollaboration.

scholarly journals Merging Undergraduate Teaching, Graduate Training, and Producing Research: Lessons from Three Collaborative Experiments

2018 ◽  
Vol 52 (1) ◽  
pp. 117-122 ◽  
Author(s):  
Toby W. Bolsen ◽  
Bailey R. Fairbanks ◽  
Eduardo E. Aviles ◽  
Reagan G. Pritchett ◽  
Justin T. Kingsland ◽  
...  
Keyword(s):  
Undergraduate Students ◽  
Graduate Training ◽  
Original Data ◽  
The United States ◽  
Undergraduate Teaching ◽  
Crime And Punishment ◽  
Professional Goals ◽  
Hands On ◽  
Public Audience ◽  
Social Scientific

ABSTRACTTeaching undergraduate students, mentoring graduate students, and generating publishable research are distinct tasks for many political scientists. This article highlights lessons for merging these activities through experiences from an initiative that sparked a series of collaborative-research projects focused on opinions about crime and punishment in the United States. This article describes three collaborative projects conducted between 2015 and 2017 to demonstrate how to merge undergraduate teaching, graduate training, and producing research. By participating in these projects, students learned about social-scientific research through hands-on experiences designing experiments, collecting and analyzing original data, and reporting empirical findings to a public audience. This approach is an effective way to engage students and generate research that can advance professional goals.

Development of a Mechatronics Course Integrated With Lab

2017 ◽  
Author(s):  
Biswanath Samanta
Keyword(s):  
Theoretical Background ◽  
Specific Content ◽  
Course Materials ◽  
Hands On ◽  
Hands On Learning ◽  
Contact Hours ◽  
Computer Based ◽  
Interactive Session ◽  
Application Specific ◽  
Southern University

This paper reports the development of an introductory mechatronics course in Mechanical Engineering (ME) undergraduate program at Georgia Southern University. This an updated version of an existing required course in the ABET accredited BSME program. The course covers three broad areas: mechatronic instrumentation, computer based data acquisition and analysis, and microcontroller programming and interfacing. This is a required 3-credit course in the ME program with updated computing application specific content reinforcing theoretical foundation with hands-on learning activities of the existing course. The course has four contact hours per week with two hours of lecture and two hours of interactive session of problem solving and laboratory experiment. For each topic covered, students get the theoretical background and the hands-on experience in the laboratory setting. Both formative and summative assessment of the students’ performance in the course are planned. Both direct and indirect forms of assessment are considered. The paper reports the details of the course materials.

scholarly journals Evaluating Interactive Transect Area Assessments Hands-On Instruction for Natural Resource Undergraduate Students

2016 ◽  
Vol 6 (4) ◽  
pp. 90
Author(s):  
Daniel Unger ◽  
Sarah Schwab ◽  
Ryan Jacques ◽  
Yanli Zhang ◽  
I-Kuai Hung ◽  
...  
Keyword(s):  
Undergraduate Students ◽  
Aerial Image ◽  
State University ◽  
Comprehensive Overview ◽  
Bachelor Of Science ◽  
Transect Line ◽  
Science Degree ◽  
Hands On ◽  
Assessment Techniques ◽  
Computer Based

<p>Undergraduate students pursuing a Bachelor of Science in Spatial Science degree at Stephen F. Austin State University (SFASU) receive instruction in the spatial sciences with a focus on hands-on applications. All undergraduate students take the course Introduction to Spatial Science which includes a comprehensive overview of spatial science incorporating a comparison of standard inexpensive area assessment techniques with high-end computer based area assessment methodologies. Students within this course were instructed how to assess the area of a surface feature on an aerial image with a ruler applying the transect method. Student’s average Root Mean Square Error (RMSE) between a student’s transect derived area and surveyed area was 0.45, 0.13, 0.07, and 0.02 acres for 5, 10, 15, and 20 transect lines, respectfully. An ANOVA analysis of area assessment and area error assessment indicated that mean area and mean absolute area error were statistically different between transect line groups. In addition, the accuracy of area measured increased significantly as the number of transect lines increased which: (1) indicates students receiving hands-on instruction in estimating area using the transect method can record accurate area measurements after only a limited 2 hour introduction; (2) reveals the accuracy of the transect method is not user dependent; (3) shows area accuracy increases as the number of transects increases; and, (4) validates the interactive hands-on instruction methodology employed at SFASU.</p>

A Study on Project-Based Learning in a Boat Design and Building University Course

2013 ◽  
Vol 3 (3) ◽  
pp. 43-61 ◽  
Author(s):  
Wei-Yuan Dzan ◽  
Chih-Chao Chung ◽  
Shi-Jer Lou ◽  
Huei-Yin Tsai
Keyword(s):  
Undergraduate Students ◽  
Learning By Doing ◽  
Project Based Learning ◽  
Ocean Engineering ◽  
Interdisciplinary Project ◽  
Boat Building ◽  
Hands On ◽  
Hands On Learning ◽  
University Course ◽  
Building Engineering

The main purpose of this study was to develop interdisciplinary project-based learning and investigate the process and effectiveness of project-based learning involving undergraduate students in the Naval Architecture and Ocean Engineering in a college in Taiwan. The theme of this research project was “boat design and building.” This study used the revised PIPER (PIPER; Preparation / Implementation / Presentation / Evaluation / Revision) model to design the project activities and integrated the learning of the following three courses: “Operation and application of 3D boat mold design software,” “Boat building,” and “Boat parts design and building practices.” In teaching and research, the students carried out via the learning by doing and experimental courses, the final completion of the boat design and construction. This study selected a total of 97 students as the subjects and conducted text analysis, a questionnaire survey to collect data. The research results showed that project-based learning in combination with hands-on learning could guide students in completing the design and building of a real boat. This learning method provided students with brand-new experiences, enabled them to experience the pleasure of boat design, and effectively elicited a positive attitude toward boat-building engineering and learning effectiveness. Moreover, this study proposed suggestions for the project process that could inform future interdisciplinary project-based learning in colleges.

Introducing Modern Laboratory Experiences to Mechanical and Aerospace Engineering Students

2007 ◽  
Author(s):  
Frank K. Lu ◽  
Philip K. Panicker ◽  
M. Byron Webb
Keyword(s):  
Data Processing ◽  
Data Acquisition ◽  
Engineering Students ◽  
Aerospace Engineering ◽  
Digital Data ◽  
Laboratory Experience ◽  
Computer Based Training ◽  
Computer Based ◽  
Digital Data Acquisition ◽  
Laboratory Experiences

Amongst some of the more challenging aspects of engineering education is in imparting hands-on experience for the students. Despite the fact that engineering requires practical know-how, this challenge is in itself being compromised as the engineering curriculum over the past few decades increasingly moves away from workshops and laboratories toward classroom lectures and dependence on computer-based training. This paper describes a laboratory experience early in a mechanical and aerospace engineering student’s career which provides an adequate preparation for understanding all aspects of modern digital data acquisition systems. This laboratory experience is coupled with classroom lectures and projects. The laboratories comprise of modules that cover a variety of topics which expose the students to digital data acquisition techniques, data processing and analysis, uncertainty analysis and comparison with theory. Moreover, instead of generic experiments, most of the experiments were built around ordinary items and processes. The laboratory experience is based around National Instruments hardware, controlled via LabVIEW™. Data processing is via MS EXCEL. These platforms are ubiquitous and provide good exposure to similar hardware and software.

scholarly journals Implementation of Asynchronous Educational Modules to Improve Student Understanding of Statistical Analysis in STEM Undergraduate Courses

2021 ◽  
Vol 4 (2) ◽  
pp. p108
Author(s):  
Sophia Barber ◽  
Sophia Ibargüen ◽  
Chloe Sharp ◽  
Janet Teng ◽  
Daisy Kim ◽  
...  
Keyword(s):  
Statistical Analysis ◽  
Undergraduate Students ◽  
Statistical Tests ◽  
Student Understanding ◽  
Alternative Methods ◽  
Asynchronous Learning ◽  
On Line ◽  
Student Laboratory ◽  
Sudden Transition ◽  
Laboratory Experiences

Due to the COVID-19 pandemic, many undergraduate students have been given no other option but to take their classes remotely. This has provided many challenges for both students and instructors, especially in the STEM field due to the required laboratory coursework. For this reason, alternative methods of distance learning are needed to optimize student laboratory experiences. The sudden transition to a remote format and adjusting to a new learning environment has proven to be difficult for both students and faculty. It has also been established throughout the pandemic that students perform substantially worse in on-line coursework compared with traditional, in-person classes. Students in a general chemistry course were introduced to innovative asynchronous lab modules that could be performed at home with the additional opportunity of conducting statistical analysis tests. These modules utilize discussion boards, graphing assessments, and labs to teach students how to perform different statistical tests and to familiarize students with the DataClassroom, Google Sheets, and Microsoft Excel platforms. This asynchronous learning format will promote both overall student engagement in STEM courses and student understanding of statistical analysis, thus exhibiting the potential to implement these modules in future undergraduate STEM coursework.

Performing the System Design Process: An Intelligent Way to Learn

1995 ◽  
Vol 39 (6) ◽  
pp. 394-398 ◽  
Author(s):  
Russell J. Sojourner ◽  
Wesley A. Olson1 ◽  
Gary L. Serfoss
Keyword(s):  
Human Factors ◽  
System Design ◽  
Design Process ◽  
United States Air Force ◽  
The United States ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Hands On ◽  
Hands On Learning ◽  
Composite Scores

Structuring the ideal human factors curriculum has received considerable interest in recent years. A common theme stresses the need for hands-on learning. The United States Air Force Academy recently developed a human factors design course that emphasized critical thinking skills through interactive, collaborative techniques. Steps critical to the system design process were taught to the students and were subsequently performed by student design teams. The teams then submitted competitive proposals for a workstation being built as part of an actual dormitory renovation project. A “winning” design was selected at the culmination of the course, and was later implemented by construction contractors. The design effort received universal praise by Academy management, architects, and civil engineering personnel. Educational success was measured by standardized student critique data which rated the course significantly higher than composite scores from all Academy offerings. Collaborative hands-on design appears to have been a successful method of teaching critical human factors principles.

Teaching an Introductory Course in Human Factors Engineering: A Successful Learning Experience

1993 ◽  
Vol 37 (6) ◽  
pp. 456-460 ◽  
Author(s):  
Russell J. Sojourner ◽  
Anthony J. Aretz ◽  
Kristen M. Vance
Keyword(s):  
Critical Thinking ◽  
Human Factors ◽  
Learning Experience ◽  
The United States ◽  
Thinking Skills ◽  
Learning Material ◽  
Human Factors Engineering ◽  
Introductory Course ◽  
Hands On ◽  
Hands On Learning

The ideal structure for an introductory human factors engineering course has received widespread interest. A common issue involves the need to supply students with hands-on experience in design and applications. Such experience was provided by a recently revised course at the United States Air Force Academy. Course objectives stressed critical thinking through collaborative and interactive learning. Material was taught at a general conceptual level, and in-class exercises were extensively incorporated. To facilitate hands-on learning and critical thinking, the course was structured around a series of design projects, performed both individually and in groups. To measure success, standardized student critique data were collected and compared with the previous year. Results showed strong student agreement in the belief that the course stimulated both human factors knowledge and thinking skills. In addition, there was a significant increase in overall student evaluations from the previous year. These findings appear to validate the use of hands-on collaborative learning to augment the teaching of human factors concepts and theory.

The Abilities Related to Organizing Experiential Learning Activities for Vietnamese Undergraduate Teacher Training Students

2021 ◽  
Vol 20 (9) ◽  
pp. 222-235
Author(s):  
Huong Thanh Ngo ◽  
Thanh Dac Nguyen
Keyword(s):  
Experiential Learning ◽  
Undergraduate Students ◽  
Best Practice ◽  
Learning Activities ◽  
Ho Chi Minh City ◽  
Experimental Learning ◽  
Hands On ◽  
Educational Programmes ◽  
Hands On Learning ◽  
Teacher Training Students

Experimental learning, often known as hands-on learning, is a kind of active learning that takes place in the classroom. Many institutions globally have utilized it to build educational programmes, and it is widely regarded as a best practice in the field. Specifically, the purpose of this research was to examine the feasibility and efficacy of improving students' capacity to design experiential learning events in order to better prepare them for the job. Participants in this research included a total of 470 participants, including 420 students, 50 lecturers and representatives from the Ho Chi Minh City University of Education's Youth Union and Students Association. They responded to seven questions regarding their ability to organize experiential learning activities for undergraduate students, as part of a broader questionnaire they completed. However, while both lecturers and students recognized the critical importance of abilities related to the organization of experiential learning activities, the findings of the study revealed that these abilities were not well designed or efficiently purposed for undergraduate students in the context of experiential learning. In order for students to improve their professional skills and gain more useful experience in the area of event planning, they should be encouraged and taught accordingly.

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