Proceedings Frontiers in Education 35th Annual Conference最新文献_第5页

Work in progress - multi-university development and dissemination of online laboratories in probability theory, signals and systems, and multimedia computing 正在进行的工作-多所大学开发和传播概率论、信号和系统以及多媒体计算的在线实验室

Proceedings Frontiers in Education 35th Annual Conference Pub Date : 2005-10-19 DOI: 10.1109/FIE.2005.1612105

A. Spanias, V. Atti, R. Chilimula, S. Haag, A. Papandreou-Suppappola, C. Tepedelenlioğlu, J. Zhang, F. Bodreaux-Bartels, Michael Stiber, T. Kasparis, P. Loizou

引用次数: 1

Work in progress - an Engineering Bridge Program - the foundation for success for academically at-risk students 正在进行的工程桥梁项目是学业上有风险的学生成功的基础

Proceedings Frontiers in Education 35th Annual Conference Pub Date : 2005-10-19 DOI: 10.1109/FIE.2005.1612214

M. Grimm

{"title":"Work in progress - an Engineering Bridge Program - the foundation for success for academically at-risk students","authors":"M. Grimm","doi":"10.1109/FIE.2005.1612214","DOIUrl":"https://doi.org/10.1109/FIE.2005.1612214","url":null,"abstract":"As an urban institution, Wayne State University is charged with providing educational opportunities to students from varied backgrounds. Historically, many students entering the College of Engineering have not been calculus-ready. The 4-year retention rate of students who place into advanced algebra or below has been about 25%. In order to provide students who are interested in engineering with the best chance of academic success while maintaining the quality of the engineering degree programs, an Engineering Bridge Program was developed. Students are placed in the Bridge Program based on one or more of the following criteria: 1) science/math gpa from high school below 3.0; 2) Math ACT score below 22; or 3) placement into advanced algebra or below on the University's math placement exam. Students must complete a one-year program of math (through pre-calculus), chemistry, physics, English, and an Introduction to the Engineering Profession with a gpa of 3.0 or higher to progress into the pre-professional program. In addition to the coursework, designed to provide a strong foundation for engineering, students are placed in peer cohort groups that meet weekly with an engineering mentor - an upper division or graduate student in engineering. These peer groups provide Bridge students with a connection to their fellow students and a support group that introduces them to the University environment. The College advising staff also closely monitors Bridge students to provide early intervention if students have academic difficulties. Students who do not succeed in the Bridge Program receive advising to allow them to select a new major that fits their academic goals and talents. This prevents students from floundering in the College of Engineering for several years before being forced to change to another program. The program is evaluated based on both student retention rate and student academic success, as quantified by College gpa","PeriodicalId":281157,"journal":{"name":"Proceedings Frontiers in Education 35th Annual Conference","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2005-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131166065","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 11

An engineering model of learning 学习的工程模型

Proceedings Frontiers in Education 35th Annual Conference Pub Date : 2005-10-19 DOI: 10.1109/FIE.2005.1611887

M. Hoffmann

引用次数: 13

Adding energy and power to environmental engineering curriculum with just-in-time teaching 以即时教学为环境工程课程增添能源与动力

Proceedings Frontiers in Education 35th Annual Conference Pub Date : 2005-10-19 DOI: 10.1109/FIE.2005.1612001

E. Cashman, E. Eschenbach, D. Baker

{"title":"Adding energy and power to environmental engineering curriculum with just-in-time teaching","authors":"E. Cashman, E. Eschenbach, D. Baker","doi":"10.1109/FIE.2005.1612001","DOIUrl":"https://doi.org/10.1109/FIE.2005.1612001","url":null,"abstract":"ENGR 115: Introduction to Environmental Science and Engineering focuses on a resource approach to environmental management, with modules on air, land, water and energy resources. This paper describes one of four curriculum modules that was developed for and used in this introductory course taught at Humboldt State University. The energy resources curriculum is appropriate for those interested in open-ended problem solving assignments related to energy and power, renewable energy technologies or energy policy. The energy resources module is taught over a three-week period in a fifteen-week semester. The students complete readings on energy, power and work, sources of energy, and energy technologies. The Just-in-Time Teaching approach is used where students take online quizzes on assigned readings prior to coming to class. The lecture period is used to clarify misconceptions discovered in the students' responses to the online quizzes as well as present new material. Lab activities include a tour of the Schatz Energy Research Center and discussion with research engineers about fuel cell design. Students engage in an open-ended problem solving experience where they compare a power generation project with an energy conservation program. The curriculum is available for download at http://www.humboldt.edu/~eae1/CCLI02/","PeriodicalId":281157,"journal":{"name":"Proceedings Frontiers in Education 35th Annual Conference","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2005-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133515881","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 5

Learning in computer science: assessment and evaluation of undergraduate research experience 计算机科学学习:本科生研究经验的评估与评价

Proceedings Frontiers in Education 35th Annual Conference Pub Date : 2005-10-19 DOI: 10.1109/FIE.2005.1612020

M. A. Rahman

引用次数: 4

Fostering intellectual development in our students through multi-level project teams 通过多层次的项目团队，促进学生的智力发展

Proceedings Frontiers in Education 35th Annual Conference Pub Date : 2005-10-19 DOI: 10.1109/FIE.2005.1612275

S. S. Prettyman, H. Qammar, F. Broadway, E. Evans

引用次数: 0

Work In Progress - On Building a Business/Engineering Education Partnership 正在进行的工作-建立商业/工程教育伙伴关系

Proceedings Frontiers in Education 35th Annual Conference Pub Date : 2005-10-19 DOI: 10.1109/FIE.2005.1612011

R. Simoneau, J. Magenau, R. Ford

引用次数: 2

Integration of a New Course Evaluation Tool into a Comprehensive Departmental Assessment Plan 新课程评估工具与综合系系评估计划之整合

Proceedings Frontiers in Education 35th Annual Conference Pub Date : 2005-10-19 DOI: 10.1109/FIE.2005.1612164

L. Sanders, D. Tougaw

引用次数: 1

Special session - engineering for social justice 特别会议-社会正义工程

Proceedings Frontiers in Education 35th Annual Conference Pub Date : 2005-10-19 DOI: 10.1109/FIE.2005.1612070

C. Baillie, G. Catalano

引用次数: 1

Work in Progress - Streamlining Assessment Process in Response to a Successful ABET Visit 正在进行的工作-精简评估程序，以回应ABET的成功访问

Proceedings Frontiers in Education 35th Annual Conference Pub Date : 2005-10-19 DOI: 10.1109/FIE.2005.1612167

Z. Yamayee, R. J. Albright, M. I. Inan, M. S. Kennedy, K. Khan, V.D. Murty

引用次数: 7