Model-Eliciting Activities: A Research-Based Method for Inquiry Learning and Professional Development in the Engineering Classroom

2008 ◽  
Author(s):  
Tamara J. Moore
Keyword(s):  
Complex Systems ◽  
Student Development ◽  
Engineering Problem ◽  
First Year ◽  
Foundation Engineering ◽  
Underrepresented Populations ◽  
Model Eliciting Activities ◽  
Engineering Problems ◽  
The Given ◽  
Mathematics And Science

Attracting students to engineering is a challenge. In addition, 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 models and modeling theoretical framework. A Model-Eliciting Activity (MEA) is a real-world client-driven problem. The solution of an MEA requires the use of one or more mathematical or engineering concepts that are unspecified by the problem — students must make new sense of their existing knowledge and understandings to formulate a generalizable mathematical model that can be used by the client to solve the given and similar problems. An MEA creates an environment in which skills beyond mathematical abilities are valued because the focus is not on the use of prescribed equations and algorithms but on the use of a broader spectrum of skills required for effective engineering problem-solving. Carefully constructed MEAs can begin to prepare students to communicate and work effectively in teams; to adopt and adapt conceptual tools; to construct, describe, and explain complex systems; and to cope with complex systems. MEAs provide a learning environment that is tailored to a more diverse population than typical engineering course experiences as they allow students with different backgrounds and values to emerge as talented, and that adapting these types of activities to engineering courses has the potential to go beyond “filling the gaps” to “opening doors” to women and underrepresented populations in engineering. Further, MEAs provide evidence of student development in regards to ABET standards. Through NSF-funded grants, multiple MEAs have been developed and implemented with a MSE-flavored nanotechnology theme. This paper will focus on the content, implementation, and student results of one of these MEAs.

Getting Students Interested in Material Science and Engineering Through A Realistic Nanotechnology Modeling Problem

2007 ◽  
Vol 1046 ◽  
Author(s):  
Tamara J. Moore
Keyword(s):  
Complex Systems ◽  
Student Development ◽  
Engineering Problem ◽  
First Year ◽  
Foundation Engineering ◽  
Underrepresented Populations ◽  
Science And Engineering ◽  
Engineering Problems ◽  
The Given ◽  
Mathematics And Science

AbstractAttracting students to engineering is a challenge. In addition, 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 models and modeling theoretical framework. A Model-Eliciting Activity (MEA) is a real-world client-driven problem. The solution of an MEA requires the use of one or more mathematical or engineering concepts that are unspecified by the problem - students must make new sense of their existing knowledge and understandings to formulate a generalizable mathematical model that can be used by the client to solve the given and similar problems. An MEA creates an environment in which skills beyond mathematical abilities are valued because the focus is not on the use of prescribed equations and algorithms but on the use of a broader spectrum of skills required for effective engineering problem-solving. Carefully constructed MEAs can begin to prepare students to communicate and work effectively in teams; to adopt and adapt conceptual tools; to construct, describe, and explain complex systems; and to cope with complex systems. MEAs provide a learning environment that is tailored to a more diverse population than typical engineering course experiences as they allow students with different backgrounds and values to emerge as talented, and that adapting these types of activities to engineering courses has the potential to go beyond “filling the gaps” to “opening doors” to women and underrepresented populations in engineering. Further, MEAs provide evidence of student development in regards to ABET standards. Through NSF-funded grants, multiple MEAs have been developed and implemented with a MSE-flavored nanotechnology theme. This paper and presentation will focus on the content, implementation, and student results of these MEAs.

Usability Analysis of Freeform Marking on Engineering Problem Solving

2018 ◽  
Vol 62 (1) ◽  
pp. 354-358
Author(s):  
Bahar Memarian ◽  
Susan McCahan
Keyword(s):  
Problem Solving ◽  
Survey Data ◽  
Engineering Problem ◽  
Formative Feedback ◽  
First Year ◽  
Engineering Problems ◽  
Usability Analysis ◽  
Assessment Time ◽  
Group 2 ◽  
Group 1

Freeform comments as a means of providing formative feedback on engineering problems, from the perspective of feedback providers (i.e. assessors), is examined. The aim of this research is to collect and analyze assessors’ ratings on the usability of this type of task. Two course topics with different error loads in the sample solutions were used as the basis for the work. Assessors were divided into two groups: Group 1 received an evaluation package containing first year mechanics students’ test solutions with a high error load (Error1=32), while Group 2 received first year circuits students’ test solutions with low error load (Error2=11). Assessment time was held constant (ttot=20min). A standard instrument for usability was utilized. Analysis of the survey data from the assessors (n1=11, n2=19) revealed some significant differences between the two groups. In particular, Group 1 reported a lower degree of perceived consistency in marking relative to Group 2.

scholarly journals Performance in grade 12 mathematics and science predicts student nurses’ performance in first year science modules at a university in the Western Cape

Curationis ◽  
2017 ◽  
Vol 40 (1) ◽  
Author(s):  
Katlego D.T. Mthimunye ◽  
Felicity M. Daniels
Keyword(s):  
South Africa ◽  
Academic Performance ◽  
Predictive Validity ◽  
Life Science ◽  
Student Nurses ◽  
First Year ◽  
Western Cape ◽  
Cross Sectional ◽  
Mathematics And Science ◽  
First Year Student

Background: The demand for highly qualified and skilled nurses is increasing in South Africa as well as around the world. Having a background in science can create a significant advantage for students wishing to enrol for an undergraduate nursing qualification because nursing as profession is grounded in scientific evidence.Aim: The aim of this study was to investigate the predictive validity of grade 12 mathematics and science on the academic performance of first year student nurses in science modules.Method: A quantitative research method using a cross-sectional predictive design was employed in this study. The participants included first year Bachelor of Nursing students enrolled at a university in the Western Cape, South Africa. Descriptive and inferential statistics were performed to analyse the data by using the IBM Statistical Package for Social Sciences versions 24. Descriptive analysis of all variables was performed as well as the Spearman’s rank correlation test to describe the relationship among the study variables. Standard multiple linear regressions analysis was performed to determine the predictive validity of grade 12 mathematics and science on the academic performance of first year student nurses in science modules.Results: The results of this study showed that grade 12 physical science is not a significant predictor (p > 0.062) of performance in first year science modules. The multiple linear regression revealed that grade 12 mathematics and life science grades explained 37.1% to 38.1% (R2 = 0.381 and adj R2 = 0.371) of the variation in the first year science grade distributions.Conclusion: Based on the results of the study it is evident that performance in grade 12 mathematics (β = 2.997) and life science (β = 3.175) subjects is a significant predictor (p < 0.001) of the performance in first year science modules for student nurses at the university identified for this study.

A Novel Paradigm for Engineering Education: Virtual Internships With Individualized Mentoring and Assessment of Engineering Thinking

2015 ◽  
Vol 137 (2) ◽  
Author(s):  
Naomi C. Chesler ◽  
A. R. Ruis ◽  
Wesley Collier ◽  
Zachari Swiecki ◽  
Golnaz Arastoopour ◽  
...  
Keyword(s):  
Engineering Education ◽  
First Year ◽  
Collaborative Environment ◽  
Large Numbers ◽  
Engineering Problems ◽  
Complex Engineering ◽  
Potential Impact

Engineering virtual internships are a novel paradigm for providing authentic engineering experiences in the first-year curriculum. They are both individualized and accommodate large numbers of students. As we describe in this report, this approach can (a) enable students to solve complex engineering problems in a mentored, collaborative environment; (b) allow educators to assess engineering thinking; and (c) provide an introductory experience that students enjoy and find valuable. Furthermore, engineering virtual internships have been shown to increase students'—and especially women's—interest in and motivation to pursue engineering degrees. When implemented in first-year engineering curricula more broadly, the potential impact of engineering virtual internships on the size and diversity of the engineering workforce could be dramatic.

scholarly journals Algebraic competences and emotional intelligence of first year Bachelor of Science in Mathematics and Science Education students at the Copperbelt University in Zambia

2017 ◽  
Vol 5 (1) ◽  
pp. 171-195
Author(s):  
Allan Musonda
Keyword(s):  
Emotional Intelligence ◽  
Science Education ◽  
Achievement Test ◽  
Self Report ◽  
First Year ◽  
Education Students ◽  
Bachelor Of Science ◽  
Mathematics And Science Education ◽  
Algebra Achievement ◽  
Mathematics And Science

This study examined the relationship between algebraic competences and emotional intelligence offirst yearBachelor of Science in mathematics and science education students at Copperbelt University in Zambia. All (143) first year Bachelor of Science in mathematics and science education students, in 2016, were purposively selected for the study. The study was motivated by evidence that students generally do not perform well in their first year university mathematics examinations despite the students having very good university entry grades in secondary school mathematics. This poor academic performance may be due to many factors. However, this study identified and focused on emotional intelligence as one such factor. Emotional intelligence is defined as the ability to identify, assess and manage the emotions of one’s self, of others and of groups. It is argued that emotional intelligence represents an ability to reason with emotions and to use emotions to facilitate thought. On the other hand, Algebra was chosen as the focus of the study because of its centrality to the whole offirst yearuniversity mathematics content. Algebra is found in all branches of mathematics directly or indirectly. Therefore, the study explored the algebraic competences of the first year students and examined possible relationships with their emotional intelligence. Emotional intelligence was measured using the Schutte Self-Report Emotional Intelligence Test (SSEIT), and algebraic competences were measured through a Grade 12 level algebra achievement test and a university level algebra achievement test constructed by the researcher. Data were analysed using non-parametric statistical techniques: Spearman’s Rank Order Correlation (rho) and the Mann-Whitney U Test. Results showed that there is a significant positive correlation between Grade 12 level andfirst yearuniversity level algebraic competences. Results also showed that there is no significant relationship between students’ algebraic competences and their emotional intelligence. Furthermore, the study reviewed that female students have higher levels of emotional intelligence than their male counterparts.Published online: 30 November 2017

scholarly journals The Use of Social Media for New College Student Development Process

2019 ◽  
Vol 1 (2) ◽  
pp. 25
Author(s):  
Alam Asrorul Haq ◽  
Aris Maulana ◽  
Dimas Ramadhana ◽  
Dyanrosa Deboraa ◽  
Prananda Anugrah
Keyword(s):  
Social Media ◽  
College Student ◽  
Student Development ◽  
Development Process ◽  
College Student Development ◽  
Student Response ◽  
State University ◽  
Use Of Social Media ◽  
The Given ◽  
New Student

 This study was conducted to examine how the use of social media to developing a new college student at State University of Malang. This study uses in-depth interviews method were conducted in a manner that has been structured. This method applied to eight new college students to get information from students about the new college student development through social media. All the students in this case, uses social media Whatsapp and Instagram in their development process, only a few students who use LINE and Facebook. This study focuses on three things that is how social media is used to perform a new student development, student response in development through social media and the tendency of students to choose development process through social media or directly development process. The results of this study can be obtained that social media help in the process but the given information must be complete and clear.

scholarly journals Evaluation of First-Year University Students’ Engagement to enhance Student Development

2021 ◽  
Vol 17 (2) ◽  
pp. 113
Author(s):  
Hooi Sin Soo ◽  
Yenwan Chong
Keyword(s):  
Student Engagement ◽  
University Students ◽  
Student Development ◽  
Academic Engagement ◽  
University Education ◽  
First Year ◽  
Development Programs ◽  
Online Engagement ◽  
New Students ◽  
First Year University

Abstract: The COVID-19 crisis has dramatically impacted university education as well as created new challenges for tertiary learning institutions. The pandemic has exacerbated graduate unemployment and increased student dropout rates. In response to these unprecedented challenges, universities are formulating more student development initiatives to support new students to transition into university and produce holistic graduates with essential soft skills. Student engagement evaluation can help inform and enhance the implementation of student development programs. In this study, seven domains of first year university students’ engagement were evaluated namely Academic Engagement (AE), Beyond-class Engagement (BE), Intellectual Engagement (IE), Online Engagement (OE), Peer Engagement (PE), Student-staff Engagement (SE) and Transition Engagement (TE). This study found that university freshmen’s Online Engagement (OE) was the strongest while their Academic Engagement (AE) was the weakest. This study also discovered that first year university students’ engagement were weakest with regard to reading of textbooks before attending class, asking questions in class and borrowing books from the university library. Future student development programs targeted at first year university students could be enhanced by increasing the use of ICT in teaching and learning as well as increasing efforts in assisting new students to transition from school to university learning environments by inculcating good reading habits and encouraging active class participation. Keywords: Academic engagement, First year undergraduates, Student development, Student engagement, Transition to university

High Common Factor

1911 ◽  
Vol 3 (4) ◽  
pp. 167-169
Author(s):  
Howard F. Hart
Keyword(s):  
Common Factor ◽  
First Year ◽  
Independent Term ◽  
Number Of Factors ◽  
Degree Term ◽  
Integral Divisor ◽  
The Given ◽  
First Year Student

As the colleges now are requiring highest common factor by factoring methods only, any plan whereby the number of factors to be tried can be lessened is certainly worth while. For in general we must regard as possible any binomial factor whose first-degree term is an integral divisor of the highest term of the given expression and whose independent term is an integral divisor of the independent term of the expression. Thus in such a problem as, “Find the H.C.F. of 5x3 − 21x2 + 5x − 4 and 5x3 − 19x2 + 5x + 4” (McCurdy’s Exercise Book, page 40, example 4) the possible factors that a student might try and must try, unless he were very lucky in those he chose to try first, are x ± 1, x ± 2, x ± 4, 5x ± 1, 5x ± 2, 5x ± 4. And further if the given expressions were, say, cubics having no common binomial factor at all but with a quadratic one instead (e. g., 2x3 + 5x2 + x − 3 and 2x3 − x2 − 5x + 3) I doubt if the ordinary first-year student would get any result unless it were unity.

SOME RESULTS OF GEOPHYSICAL PROSPECTING CONDUCTED FOR THE GEOLOGICAL SURVEY OF INDIA FROM 1945–1948

Geophysics ◽  
1950 ◽  
Vol 15 (4) ◽  
pp. 704-731
Author(s):  
G. Dessau
Keyword(s):  
Electrical Resistivity ◽  
Spontaneous Polarization ◽  
Geological Survey ◽  
Foundation Engineering ◽  
Geophysical Prospecting ◽  
Geophysical Surveys ◽  
Engineering Problems ◽  
Geophysical Investigations ◽  
The Many ◽  
Geological Background

The methods used and some results obtained from geophysical investigations conducted by the Geophysical Section of the Geological Survey of India from 1945–1948 are presented. The many difficulties encountered in obtaining the proper instruments necessitated the widespread use of equipment made by the Section. This is one of the reasons why electrical resistivity and spontaneous polarization methods were employed in preference to others. The majority of the geophysical surveys during this three year period were concentrated in the search for minerals, water supplies, and in the solution of foundation engineering problems. The emphasis on these phases of geophysical prospecting rather than on oil surveys was necessary because, of the types of equipment available, as well as the priority assigned to these projects. Two spontaneous polarization, two magnetic, and two resistivity surveys are described, in addition to one carried out jointly by electrical and seismic methods. The geological background of these investigations are also briefly mentioned together with some details of the equipment used.

scholarly journals Multimodality and New Materialism in Science Learning: Exploring Insights from an Introductory Physics Lesson

2022 ◽  
Vol 25 ◽  
Author(s):  
Delia Marshall ◽  
Honjiswa Conana
Keyword(s):  
The Body ◽  
Pedagogical Practices ◽  
New Materialism ◽  
First Year ◽  
Mathematical Concepts ◽  
Theoretical Perspectives ◽  
And Mathematics ◽  
Physics Course ◽  
Mathematics And Science ◽  
Science Disciplines

Science disciplines are inherently multimodal, involving written and spoken language, bodily gestures, symbols, diagrams, sketches, simulation and mathematical formalism. Studies have shown that explicit multimodal teaching approaches foster enhanced access to science disciplines. We examine multimodal classroom practices in a physics extended curriculum programme (ECP) through the lens of new materialism. As De Freitas and Sinclair note in their book, Mathematics and the Body, there is growing research interest in embodiment in mathematics (and science) education—that is, the role played by students’ bodies, in terms of gestures, verbalisation, diagrams and their relation to the physical objects with which they interact. Embodiment can be viewed from a range of theoretical perspectives (for example, cognitive, phenomemological, or social semiotic). However, they argue that their new materialist approach, which they term “inclusive materialism”, has the potential for framing more socially just pedagogies. In this article, we discuss a multimodal and new materialist analysis of a lesson vignette from a first-year extended curriculum physics course. The analysis illuminates how an assemblage of bodily-paced steps-gestures-diagrams becomes entangled with mathematical concepts. Here, concepts arise through the interplay of modes of diagrams, gestures and bodily movements. The article explores how multimodal and new materialist perspectives might contribute to reconfiguring pedagogical practices in extended curriculum programmes in physics and mathematics. 

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