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.

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.

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.

scholarly journals A Computational Approach to Solve a System of Transcendental Equations with Multi-Functions and Multi-Variables

Mathematics ◽  
2021 ◽  
Vol 9 (9) ◽  
pp. 920
Author(s):  
Chukwuma Ogbonnaya ◽  
Chamil Abeykoon ◽  
Adel Nasser ◽  
Ali Turan
Keyword(s):  
Numerical Models ◽  
Problem Formulation ◽  
Science And Engineering ◽  
Physical Systems ◽  
Engineering Problems ◽  
Parametric Studies ◽  
Independent Variable ◽  
Transcendental Equations ◽  
The Waves ◽  
Modelling Approach

A system of transcendental equations (SoTE) is a set of simultaneous equations containing at least a transcendental function. Solutions involving transcendental equations are often problematic, particularly in the form of a system of equations. This challenge has limited the number of equations, with inter-related multi-functions and multi-variables, often included in the mathematical modelling of physical systems during problem formulation. Here, we presented detailed steps for using a code-based modelling approach for solving SoTEs that may be encountered in science and engineering problems. A SoTE comprising six functions, including Sine-Gordon wave functions, was used to illustrate the steps. Parametric studies were performed to visualize how a change in the variables affected the superposition of the waves as the independent variable varies from x1 = 1:0.0005:100 to x1 = 1:5:100. The application of the proposed approach in modelling and simulation of photovoltaic and thermophotovoltaic systems were also highlighted. Overall, solutions to SoTEs present new opportunities for including more functions and variables in numerical models of systems, which will ultimately lead to a more robust representation of physical systems.

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

scholarly journals A study on the improvement of basic general mathematics according to changes in the basic mathematical ability of first-year college students in the fields of science and engineering

2021 ◽  
Vol 15 (5) ◽  
pp. 85-95
Author(s):  
Hye Yoon Choi ◽  
Sang Kil Shim
Keyword(s):  
Mathematics Education ◽  
Mathematics Curriculum ◽  
National Level ◽  
Academic Ability ◽  
Mathematical Ability ◽  
Policy Support ◽  
First Year ◽  
College Level ◽  
Science And Engineering ◽  
Ability Test

The objective of this study is to examine changes in the Mathematics Curriculum and the College Scholastic Ability Test that affect the changes in the Basic Mathematical Ability of students enrolled in Science and Engineering departments and to compare and analyze the educational contents of basic general mathematics completed by first-year students in science and engineering fields in order to provide improvement plans for basic general mathematics. In Korea, whenever the mathematics curriculum is revised, the content covered in the previous curriculum is deleted or weakened in order to optimize the educational content, and ‘Calculus’ and ‘Geometry’ are required for science and engineering students to choose in the college scholastic ability test. Thus, the basic academic ability of mathematics is lowered, and it is difficult to complete the basic general mathematics taught in the first year of university. In order to solve this problem, it is necessary to analyze the mathematics and curriculum to include deleted or weakened contents in the university's basic general mathematics, to understand the students' basic academic ability in mathematics, and to operate basic general mathematics by level or operate basic mathematics courses. In addition, when revising the mathematics both in curriculum and the university scholastic ability test, the opinions of professors in charge of basic general mathematics education at universities should be sufficiently reflected to minimize changes in key factors for students to complete basic general mathematics, and it is necessary to provide policy support at the national level for the development and operation of the curriculum for general mathematics education at a college level.

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