scholarly journals Use of a reflection journal in a third year engineering project course

2013 ◽  
Author(s):  
A. L. Steele
Keyword(s):  
Problem Solving ◽  
Electrical Engineering ◽  
Writing Skills ◽  
Engineering Project ◽  
Engineering Program ◽  
Project Environment ◽  
Capstone Project ◽  
Problem Solving Process ◽  
The One ◽  
Design Experience

As part of a new third year project course for the Electrical Engineering program, a reflection journal was introduced as part of the work to be undertaken by students. The aim of the one term course is to provide a project experience that will provide design experience in teams, will draw together material from the previous years of academic study as well as further prepare students for their capstone project. The reflection journal has been introduced to provide a regular opportunity for the student to consciously reflect on their progress, challenges encountered, as well as a way to develop their writing skills. This is an attempt to encourage students to look at the process of learning in a project environment and to develop some degree of metacognition1. By undertaking this type of reflection Cowan [1] suggests that this assists students from looking at solving a particular challenge to generalizing the problem solving process, fitting with the objectives of aproject course. The entries for the journal are weekly and are assessed each week by an instructor and contributed to 15% of the final mark. Because this form of assessment would be new to most of the students instructions were provided including a rubric. These instructions as well asthe instructor’s experiences and opinion of the success of the journal will be presented.

A Community-School Problem-Solving Approach to the Drug Situation

1974 ◽  
Vol 4 (2) ◽  
pp. 157-168
Author(s):  
Donald J. Wolk ◽  
Anthony J. Tomanio
Keyword(s):  
Problem Solving ◽  
Drug Use ◽  
School Community ◽  
Community School ◽  
Personal Learning ◽  
School Problem ◽  
School And Community ◽  
Problem Solving Process ◽  
The One ◽  
Full Day

The following paper describes a program designed to involve school and community persons in an action-oriented problem-solving process related to increased drug use in the schools. A total of 104 persons attended the one full day and two followup sessions. Results from three evaluative methods revealed that participants experienced personal learning, increased understanding and sensitivity to others; and they examined, evolved and worked on concrete plans to resolve identified school-community problems related to drugs and communication. Recommendations for future programs are stated.

scholarly journals CANADA'S NEWEST ELECTRICAL ENGINEERING CURRICULUM: DRIVING FACTORS AND CRITICAL REQUIREMENTS

2011 ◽  
Author(s):  
A. Grami ◽  
M. A. Rosen
Keyword(s):  
Computer Simulation ◽  
Problem Solving ◽  
Engineering Design ◽  
Electrical Engineering ◽  
Driving Factors ◽  
Development Effort ◽  
Engineering Curriculum ◽  
Engineering Community ◽  
Engineering Program

UOIT’s Electrical Engineering program was launched in September 2005. The driving factors and critical requirements for this program were unique, and led to the development of a curriculum which is innovative in many respects, yet maintains the best features of traditional EE programs. The development effort focused on the quality of the curriculum, in terms of content, pedagogy and delivery, as quality is important to students, prospective employers, graduate schools, accreditation bodies and the engineering community. Since the notion of quality is always multi-dimensional, we provide here the rationale for the EE program from many perspectives: generalized vs. specialized,, problem solving vs. engineering design, technical vs. complementary studies, circuits vs. signals, analog vs. digital, lab experimentation vs. computer simulation, and knowledge-sake vs. market-oriented.

scholarly journals Supporting the Development of Problem Solving Skills in an Integrated Electromagnetics and Vector Calculus Course

2018 ◽  
Author(s):  
Carol P. Jaeger ◽  
Philip D. Loewen ◽  
Negar M. Harandi
Keyword(s):  
Problem Solving ◽  
Electrical Engineering ◽  
Student Assessment ◽  
Student Feedback ◽  
Problem Solving Skills ◽  
Course Structure ◽  
Engineering Program ◽  
Vector Calculus

Electromagnetics and vector calculus are taught as an integrated course in the Electrical Engineering program at UBC. In this paper, the course structure is described, and unique features are highlighted.A key goal of the course is to help students develop problem solving skills. To assist students in building these skills, a blended classroom approach has been adopted to allow an increase in discussion and problem solving activities in the classroom. Results of student assessment and a summary of student feedback on the teaching technologies and activities incorporated into the course are reported.

Moving to Solution

2013 ◽  
Vol 60 (6) ◽  
pp. 403-409 ◽  
Author(s):  
K. Werner ◽  
M. Raab
Keyword(s):  
Problem Solving ◽  
Embodied Cognition ◽  
Cognitive Functions ◽  
Problem Space ◽  
Arm Swing ◽  
String Problem ◽  
Problem Solving Process ◽  
Problem Solving Task ◽  
Bodily Movements

Embodied cognition theories suggest a link between bodily movements and cognitive functions. Given such a link, it is assumed that movement influences the two main stages of problem solving: creating a problem space and creating solutions. This study explores how specific the link between bodily movements and the problem-solving process is. Seventy-two participants were tested with variations of the two-string problem (Experiment 1) and the water-jar problem (Experiment 2), allowing for two possible solutions. In Experiment 1 participants were primed with arm-swing movements (swing group) and step movements on a chair (step group). In Experiment 2 participants sat in front of three jars with glass marbles and had to sort these marbles from the outer jars to the middle one (plus group) or vice versa (minus group). Results showed more swing-like solutions in the swing group and more step-like solutions in the step group, and more addition solutions in the plus group and more subtraction solutions in the minus group. This specificity of the connection between movement and problem-solving task will allow further experiments to investigate how bodily movements influence the stages of problem solving.

Proses Berpikir Logis Siswa Sekolah Dasar Bertipe Kecerdasan Logis Matematis dalam Memecahkan Masalah Matematika

2014 ◽  
Vol 2 (2) ◽  
Author(s):  
Liska Yanti Pane ◽  
Kamid Kamid ◽  
Asrial Asrial
Keyword(s):  
Problem Solving ◽  
Learning Process ◽  
Qualitative Method ◽  
Logical Thinking ◽  
Think Aloud ◽  
Process Data ◽  
Thinking Process ◽  
Problem Solving Process ◽  
Problem Solving Strategy ◽  
Solving Strategy

This research aims to describe logical thinking process of a logical-mathematical intelligence student. We employ qualitative method to disclose the subject’s learning process. Data are collected by interview and modified think aloud methods. The results show that subject has capability to find and organize problems and data correctly. Subject describes conditions that are needed to do the steps of problem solving strategy. The steps are done systematically until the end of problem solving process.

Proses Berpikir Kreatif Siswa Tipe Linguistik dalamPemecahan Masalah Biologi

2014 ◽  
Vol 2 (2) ◽  
Author(s):  
Imelda Aisah Sarip ◽  
Kamid Kamid ◽  
Bambang Hariyadi
Keyword(s):  
Problem Solving ◽  
Data Collection ◽  
Creative Thinking ◽  
Research Data ◽  
Think Aloud ◽  
The Subject ◽  
Thinking Process ◽  
Problem Solving Process ◽  
The Given

The aim of this research is to describe creative thinking process of linguistic type student in biology problem solving. This research is conducted to linguistic intelligence type of subject at SMPN 6 Kota Jambi. SL the subject was selected based on the aim of the research. Data collection is conducted by interview and a modified think aloud method. Data is analyzed based on creative thinking process purposed by Polya.The result of this research shows that SL could find and arrange the given problems and collect data correctly and appropriately. The problem solving steps is done systematically to the end of problem solving process. The last steps problem solving, SL does checking while doing scratching to make sure that the written answers meet her need.

Spoken Natural Language Dialog Systems

1995 ◽  
Author(s):  
Ronnie W. Smith ◽  
D. Richard Hipp
Keyword(s):  
Problem Solving ◽  
Natural Language ◽  
Error Correction ◽  
User Model ◽  
Dialog Systems ◽  
Problem Solving Process ◽  
Processing Architecture ◽  
Dialog Processing

As spoken natural language dialog systems technology continues to make great strides, numerous issues regarding dialog processing still need to be resolved. This book presents an exciting new dialog processing architecture that allows for a number of behaviors required for effective human-machine interactions, including: problem-solving to help the user carry out a task, coherent subdialog movement during the problem-solving process, user model usage, expectation usage for contextual interpretation and error correction, and variable initiative behavior for interacting with users of differing expertise. The book also details how different dialog problems in processing can be handled simultaneously, and provides instructions and in-depth result from pertinent experiments. Researchers and professionals in natural language systems will find this important new book an invaluable addition to their libraries.

Systems thinking, a consilience of values and logic

2005 ◽  
Vol 24 (4) ◽  
pp. 259-274
Author(s):  
Sameer Kumar ◽  
Thomas Ressler ◽  
Mark Ahrens
Keyword(s):  
Decision Making ◽  
Problem Solving ◽  
Systems Thinking ◽  
Qualitative Reasoning ◽  
Colleges And Universities ◽  
Decision Makers ◽  
Modern World ◽  
Problem Solving Process ◽  
Problem Solvers

This article is an appeal to incorporate qualitative reasoning into quantitative topics and courses, especially those devoted to decision-making offered in colleges and universities. Students, many of whom join professional workforce, must become more systems thinkers and decision-makers than merely problem-solvers. This will entail discussion of systems thinking, not just reaching “the answer”. Managers will need to formally and forcefully discuss objectives and values at each stage of the problem-solving process – at the start, during the problem-solving stage, and at the interpretation of the results stage – in order to move from problem solving to decision-making. The authors suggest some methods for doing this, and provide examples of why doing so is so important for decision-makers in the modern world.

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