Academic literature on the topic 'First-year computer engineering students'
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Journal articles on the topic "First-year computer engineering students"
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Salinas, Matias, Paul Leger, Hiroaki Fukuda, Nicolás Cardozo, Vannessa Duarte, and Ismael Figueroa. "Evaluations of Integrated Programming Environment for First-Year Students in Computer Engineering." JUCS - Journal of Universal Computer Science 29, no. (1) (2023): 73–97. https://doi.org/10.3897/jucs.81329.
Full textAbstract:
Many factors influence the problems that currently exist in the learning-teaching process of programming. The use of an Integrated Development Environment (IDE) makes the experience a complicated process because these IDEs focus on professional programmers and not on novice learners. This also affects the classrooms of the university “Pontificia Universidad Católica de Valparaíso (PUCV)” (Chile). The use of professional IDEs negatively affects the learning process of first-year students who face the development of the algorithms for the first time. One of the IDE widely used for teaching programming courses is Code::Blocks, which is a tool for professional developers. Through a heuristic and usability evaluation, we found that Code::Blocks has a complex user interface and a functional overload. Using these two findings, as well as recommendations given during these tests, we highlight the important aspects that an IDE for novice learners should have. Taking into account previous observations and state-of-the-art/practice of IDEs, a functional IDE prototype, named Incre-IDLE, is developed. In addition to Code::Blocks evaluations, this paper reports the results of a heuristic and usability evaluation applied to first-year students at PUCV about functionalities provided by Incre-IDLE. These results suggest that Incre-IDLE has a simple interface, is easy to install and use, and does not have functional overload (<i>i.e., </i>spend a considerable amount of time learning the tool). Concretely, the results show that 66.7% of the students could complete tasks easily and 100% of them found the GUI intuitive. In terms of GUI, 83.3% considered the application interface “very simple”; and the text, concepts, and icons “very understandable” by 66.7%. The students also found the tool “motivating” (66.7%) or “very motivating” (33.3%). These results closely match the findings obtained by the heuristic evaluation of Incre-IDLE from the experts: 83.3% of them rated it as “useful” or “very useful”, and only a 16.7% rated it as “useless”.
2
HAGGETT, A. J., and D. W. LE MASURIER. "A Computer Appreciation Course for First Year Mechanical Engineering Students." European Journal of Engineering Education 10, no. 3-4 (1985): 345–51. http://dx.doi.org/10.1080/03043798508939266.
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Brundett, E., H. C. Ratz, and G. E. Schneider. "Microcomputer Instruction in First-Year Engineering at Waterloo." International Journal of Mechanical Engineering Education 22, no. 2 (1994): 139–53. http://dx.doi.org/10.1177/030641909402200213.
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During the last six years, microcomputer instruction to first-year engineering students at Waterloo has evolved to a stable format and content. Now, approximately 80% of new students have microcomputer experience. Hence, microcomputer software is demonstrated briefly in a laboratory equipped with an array of monitors and other multimedia facilities, and is followed immediately by student practice on a computer network. Students with limited experience receive additional laboratory demonstrations and personal assistance. Currently, students are introduced in the first week to the microcomputer network, and to a word processor. A brief memorandum is prepared by students to confirm their network access, and to detect students with poor writing skills. In weeks three to six, an electronic spreadsheet, graphing software, and other software are introduced. Assignments are integrated within an Introduction to Professional Engineering course. Microcomputer evaluation is based upon satisfactory completion of an engineering report, and two technical memoranda. Students acquire sufficient experience to continue self-directed learning with the assistance of full-time microcomputer consultants. Students realize that microcomputer skills are essential, both as engineering students and later, as engineering professionals, and their response has been quite favourable.
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Taheri, Pooya, Philip Robbins, and Sirine Maalej. "Makerspaces in First-Year Engineering Education." Education Sciences 10, no. 1 (2019): 8. http://dx.doi.org/10.3390/educsci10010008.
Full textAbstract:
Langara College, as one of the leading undergraduate institutions in the province of British Columbia (BC), offers the “Applied Science for Engineering” two-year diploma program as well as the “Engineering Transfer” two-semester certificate program. Three project-based courses are offered as part of the two-year diploma program in Applied Science (APSC) and Computer Science (CPSC) departments: “APSC 1010—Engineering and Technology in Society”, “CPSC 1090—Engineering Graphics”, and “CPSC 1490—Applications of Microcontrollers”, with CPSC 1090 and CPSC 1490 also part of the Engineering Transfer curriculum. Although the goals, scopes, objectives, and evaluation criteria of these courses are different, the main component of all three courses is a group-based technical project. Engineering students have access to Langara College’s Makerspace for the hands-on component of their project. Makerspaces expand experiential learning opportunities and allows students to gain a skillset outside the traditional classroom. This paper begins with a detailed review of the maker movement and the impact of makerspace in higher education. Different forms of makerspace and the benefits of incorporating them on first-year students’ creativity, sense of community, self-confidence, and entrepreneurial skills are discussed. This paper introduces Langara’s engineering program and its project-based design courses. Langara’s interdisciplinary makerspace, its goals and objectives, equipment, and some sample projects are introduced in this paper in detail. We then explain how the group-project component of APSC 1010, CPSC 1090, and CPSC 1490 are managed and how using makerspace improves students’ performance in such projects. In conclusion, the paper describes the evaluation of learning outcomes via an anonymous student survey.
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Shelley, R. B. "Computer-Aided Drafting in a First-Year Electrical Engineering Class." International Journal of Electrical Engineering & Education 27, no. 1 (1990): 13–21. http://dx.doi.org/10.1177/002072099002700103.
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Some of the problems of introducing computer-aided drafting, to a large first-year class, are discussed. The favoured solution is to use a general-purpose drafting package, adapted so that students can work on a simple printed circuit layout, during the second of two sessions.
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Belavina, Tatyana. "Development of spatial thinking in first year students of engineering specialties." E3S Web of Conferences 274 (2021): 09014. http://dx.doi.org/10.1051/e3sconf/202127409014.
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The article considers issues of development of spatial thinking in students in the process of studying graphic disciplines. The relevance of the study is dictated by the specifics of competencies in the application of the laws of geometric formation of the future builder. The subject of the study is the formation of spatial thinking among engineering students through the study of the course of engineering and computer graphics. The peculiarity of the student's spatial thinking is manifested through the perception of reality, the ability to see the design result, the combination of actions and operations, as well as graphic visualization skills. The obtained results revealed the dependence of the conditions of reproduction of the form by students (reproductive knowledge) on their mastery of theoretical knowledge and acquired skills in performing images.
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Salinas, Matias, Paul Leger, Hiroaki Fukuda, Nicolás Cardozo, Vannessa Duarte, and Ismael Figueroa. "Evaluations of Integrated Programming Environment for First-Year Students in Computer Engineering." JUCS - Journal of Universal Computer Science 29, no. 1 (2023): 73–97. http://dx.doi.org/10.3897/jucs.81329.
Full textAbstract:
Many factors influence the problems that currently exist in the learning-teaching process of programming. The use of an Integrated Development Environment (IDE) makes the experience a complicated process because these IDEs focus on professional programmers and not on novice learners. This also affects the classrooms of the university &ldquo;Pontificia Universidad Cat&oacute;lica de Valpara&iacute;so (PUCV)&rdquo; (Chile). The use of professional IDEs negatively affects the learning process of first-year students who face the development of the algorithms for the first time. One of the IDE widely used for teaching programming courses is Code::Blocks, which is a tool for professional developers. Through a heuristic and usability evaluation, we found that Code::Blocks has a complex user interface and a functional overload. Using these two findings, as well as recommendations given during these tests, we highlight the important aspects that an IDE for novice learners should have. Taking into account previous observations and state-of-the-art/practice of IDEs, a functional IDE prototype, named Incre-IDLE, is developed. In addition to Code::Blocks evaluations, this paper reports the results of a heuristic and usability evaluation applied to first-year students at PUCV about functionalities provided by Incre-IDLE. These results suggest that Incre-IDLE has a simple interface, is easy to install and use, and does not have functional overload (i.e., spend a considerable amount of time learning the tool). Concretely, the results show that 66.7% of the students could complete tasks easily and 100% of them found the GUI intuitive. In terms of GUI, 83.3% considered the application interface &ldquo;very simple&rdquo;; and the text, concepts, and icons &ldquo;very understandable&rdquo; by 66.7%. The students also found the tool &ldquo;motivating&rdquo; (66.7%) or &ldquo;very motivating&rdquo; (33.3%). These results closely match the findings obtained by the heuristic evaluation of Incre-IDLE from the experts: 83.3% of them rated it as &ldquo;useful&rdquo; or &ldquo;very useful&rdquo;, and only a 16.7% rated it as &ldquo;useless&rdquo;.
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Zakaria, Zaki Yamani, Azizul Azri Mustaffa, Aishah Rosli, et al. "Integrated Sustainable Development Project for First Year Chemical Engineering Students." Journal of Advanced Research in Applied Sciences and Engineering Technology 50, no. 1 (2024): 107–20. http://dx.doi.org/10.37934/araset.50.1.107120.
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In view of the need to equip students with 21st century attributes, for the past 15 years, first year chemical engineering students undergo specially crafted sustainable problem under the Introduction to Engineering (ITE) and Industrial Seminar and Profession Course (ISP) courses. Recently, in order to improve and create more challenging sustainable problems, the development and execution of the sustainable problem has been integrated with the Introduction to Computer Programming (ICP) course. Under the Smart Consumerism Campaign 2020 (SCC2020), students were given tasks to comprehend, calculate and formulate carbon footprints of normal daily used products. This requires students to grasp the concepts of sustainability and sustainable development, among others, and challenged their critical thinking to come out with an app that could calculate carbon footprint. The integrated effort from three compulsory courses (ITE, ISP and ICP) have helped students develop important engineering skills. It represents an innovative collaboration between courses to develop students’ 21st century attributes and skills. Encouraging feedbacks from students were extracted and analysed from their reflection journals. Thus, the positive impact of course integration has validated the effectiveness and suitability of the established authentic problem based CPBL model for typical engineering courses.
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Chavarría-Garza, Wendy Xiomara, Ayax Santos-Guevara, José Rubén Morones-Ibarra, and Osvaldo Aquines-Gutiérrez. "Assessment of Multiple Intelligences in First-Year Engineering Students in Northeast Mexico." Sustainability 14, no. 8 (2022): 4631. http://dx.doi.org/10.3390/su14084631.
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In sustainable education, it is important to analyze student diversity in order to create strategies that allow for the implementation of inclusive education based on the differences observed among students. To achieve this, a sample of 321 first-year engineering students (107 females and 214 males) at a private university in northeast Mexico was analyzed during the 2020 academic year. Students were classified according to their gender, engineering program, and the development of their multiple intelligences according to Howard Gardner theory of multiple intelligences. To verify the effect of gender and program factors on the development of multiple intelligences, Kruskal–Wallis tests were performed with α = 0.05. The analysis of the effects of gender identified significant differences in four intelligences: linguistic and interpersonal (for which the female students obtained higher mean scores) and mathematical and visual (for which the male students obtained higher mean scores). The analysis of the effects of the engineering program identified significant differences in five intelligences: mathematical, visual, and musical (for which civil engineering students obtained a higher mean score than the students in the other programs); kinesthetic (for which computer science students obtained a lower mean score than students in the other programs); and naturalistic (for which sustainability engineering students obtained a higher mean score than students in the other programs). These differences allowed us to observe the characteristics of the students and to develop more inclusive courses in order to make the teaching and learning process more optimal and sustainable.
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Porat, Ronen, and Ciprian Ceobanu. "Enhancing Spatial Ability among Undergraduate First-Year Engineering and Architecture Students." Education Sciences 14, no. 4 (2024): 400. http://dx.doi.org/10.3390/educsci14040400.
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Spatial ability (SA) refers to the ability to generate, retain and manipulate abstract visual images in one’s head. Research of this ability conducted during the last few decades had shown that SA is an essential ability to the development of mathematical skills in children. Later studies addressed adult SA development and accordingly found that SA was a predictor of success in Science, Technology, Engineering and Mathematics (STEM) fields of academic studies. Recently, focus has also been directed to another related field which is architecture. This group has not been extensively researched in relation to its spatial thinking abilities. The current research examines the efficiency of a new training program aimed at improving engineering and architecture student’s SA abilities. This program was based on previous intervention programs but was innovative in its combination of both traditional and computer-based teaching methods and combining frontal learning, hands on model building and augmented reality (AR) tools, all in a short program of 20 h. We asked whether the training program will be effective in improving student’s SA ability and whether this improvement will remain across different factors such as gender, faculty and math level. The results showed a significant improvement in SA abilities among the students who took the training program, compared with the control group. These results were true for both engineering and architecture students. Moreover, the results showed the training program to be efficient regardless of gender or prior math level.
Dissertations / Theses on the topic "First-year computer engineering students"
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Lewis, Racheida Sharde. "The Influences of First-Year Engineering Matriculation Structures on Electrical and Computer Engineering Students' Self-Efficacy." Diss., Virginia Tech, 2019. http://hdl.handle.net/10919/103325.
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While first-year engineering (FYE) programs have grown dramatically over the last 30 years, they take a variety of different structures. However, few if any, researchers and FYE program developers has considered how program structure, and specifically matriculation, impacts retention – an issue that continues to be of concern as we seek to grown the national engineering workforce. Low retention rates combined with lack of diversity becomes even more acute when considering the field of Electrical and Computer Engineering (ECE) which ranks as one of the least diverse engineering disciplines. One factor that has been shown to support retention is self-efficacy or individuals' beliefs in their ability to succeed. Therefore, to help address the retention issues in ECE, this dissertation explores the programmatic influence of first-year engineering matriculation structures on self-efficacy development in electrical and computer engineering students. In particular, it compares declared engineering (DE) programs, which admit students to a specific engineering field, to general engineering (GE) programs, in which students are admitted to engineering but do not select a specific engineering field until after their first year.
Using qualitative and quantitative methodologies, this dissertation presents three manuscripts: 1) a quantitative secondary analysis comparing competency beliefs in a GE program and a quasi- DE first-year engineering program for ECE students; 2) a qualitative secondary analysis of self-efficacy development in a DE first-year program; and 3) a qualitative analysis exploring similarities and differences in self-efficacy development in EE students at two universities, one with a DE program and one with a GE program.
The exploratory studies resulted in findings that demonstrate strong similarities in self-efficacy development in students from the DE and GE programs. Those differences that did emerge are largely attributed to how self-efficacy is discussed by students: 1) self-efficacy is developed differently between the two programs because the tasks associated with each program are different; 2) GE students discuss self-efficacy more broadly regarding engineering in general, focusing on domains like professional skills; 3) DE students discuss self-efficacy development more narrowly, specifically related to being an electrical or computer engineer. Additionally, the findings from study 2 suggest that pedagogical structures may be more important regarding self-efficacy development than matriculation structures. These results broaden our understanding of how FYE programs impact self-efficacy development within the context of a specific major, but still lend themselves to further exploration regarding factors most related to persistence and the experiences of underrepresented minorities in engineering.<br>Doctor of Philosophy<br>While first-year engineering (FYE) programs have grown dramatically over the last 30 years, they take a variety of different structures. However, few if any, researchers and FYE program developers have considered how program structure impacts persistence – an issue that continues to be of concern as we seek to grown the national engineering workforce. Low retention rates combined with lack of diversity in the field becomes even more intense when considering the field of Electrical and Computer Engineering (ECE) which ranks as one of the least diverse engineering disciplines. One factor that has been shown to support retention is self-efficacy or individuals' beliefs in their ability to succeed. Therefore, to help address the retention issues in ECE, this dissertation explores the programmatic influence of first-year engineering matriculation structures on self-efficacy development in electrical and computer engineering students. In particular, it compares declared engineering (DE) programs, which admit students to a specific engineering field, to general engineering (GE) programs, in which students are admitted to engineering but do not select a specific engineering field until after their first year.
The dissertation includes three studies: 1) a quantitative comparison of expectancy (similar to self-efficacy) beliefs in a GE program and a quasi- DE first-year engineering program for ECE students; 2) a qualitative study of self-efficacy development in a DE first-year program using interviews with students; and 3) a qualitative study of similarities and differences in self-efficacy development in EE students at two universities, one with a DE program and one with a GE program.
The studies demonstrated similarities in self-efficacy development in students from the DE and GE programs, with differences largely attributed to how students described self-efficacy, as follows: 1) self-efficacy is developed differently between the two programs because the tasks associated with each program are different; 2) GE students discuss self-efficacy more broadly regarding engineering in general, focusing on issues like professional development skills; 3) DE students discuss self-efficacy development more narrowly, specifically related to being an electrical or computer engineer. Additionally, the findings from study 2 suggest that approaches to teaching may be more important for self-efficacy development than matriculation structures. These results broaden our understanding of how FYE programs impact self-efficacy development within the context of a specific major, but also point to the need for more research on factors most related to persistence and the experiences of underrepresented minorities in engineering.
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Davids, Marion. "Evaluating an information literacy intervention for first year engineering students at the Cape Peninsula University of Technology." Thesis, University of the Western Cape, 2009. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_7041_1297853081.
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<p>The aim of the research project is to investigate the effectiveness of an information literacy intervention for first year engineering students at the Cape Peninsula University of Technology. Information literacy has been identified as a necessary outcome of tertiary education. It refers to the life-long learning competencies of finding and using information in order to solve problems, to make decisions and to create new knowledge. Information literacy education has evolved from earlier forms of library user education, such as bibliographic instruction, and is central to the mission of academic libraries. However, librarians responsible for information literacy programmes seldom evaluate the effectiveness of their interventions. In today&rsquo<br>s climate of accountability and outcomes-based education, it is necessary to provide evidence of the benefits of the user education that libraries provide. The researcher uses the American College and Research Library (ACRL) Information Literacy Competency Standards for Higher Education, which are internationally recognized and widely used by South African academic librarians, as a benchmark to evaluate an intervention for a group of first year students enrolled for a mechanical engineering course. The intervention consists of two workshops which aim to teach the students to find information relevant to their essays via the university&rsquo<br>s OPAC, various engineering databases and to teach them how to reference and cite their sources in their essays. The research methodology assessed students&rsquo<br>information literacy before and after the two workshops with the use of a questionnaire consisting of a set of questions based on some of the ACRL standards. The questionnaire also gathered data on students&rsquo<br>prior experience of libraries, reading and computers, which might impact on their information literacy...</p>
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Steinhauer, Heidi Marie. "Assessment of First-Year Engineering Students' Spatial Visualization Skills." Diss., Virginia Tech, 2012. http://hdl.handle.net/10919/37596.
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This research was undertaken to investigate the assessment of the spatial visualization skills of first-year engineering students. This research was conducted through three approaches: (1) a review of cogent research framed by a spatial visualization matrix, (2) the development and validation of an Engineering Graphics Concept Inventory, and (3) an investigation into the relationship into the correlations between 3D modeling skills and performance on the Purdue Spatial Visualization Test: Rotations (PSVT:R) and the Mental Cutting Test (MCT).
The literature reviewed spans the field of published research from the early 1930â s to the present. This review expands and provides a new direction on published research as it is viewed through the lenses of the four common pedagogical approaches to teaching spatial visualization: the standard approach, the remedial approach, computer-aided design, and the theory-informed approach. A spatial visualization matrix of criteria was developed to evaluate each of the methods. The four principle criteria included: learning outcomes, active and engaged learning, stage of knowledge, and explanatory power. Key findings from the literature review indicate the standard method is not the most effective method to teaching spatial visualization while the theory-informed method as evaluated by the matrix is the most effective pedagogical approach of the four methods evaluated.
The next phase of this research focused on the two-year development, validation, and reliability of an Engineering Graphics Concept Inventory given to over 1300 participants from three universities. A Delphi method was used to determine the key concepts identified by the expert panel to be included in the inventory. A student panel of 20 participants participated in the pilot study of â think aloudâ protocols to refine inventory test items and to generate the appropriate distractors. Multiple pilot studies coupled with a detailed psychometric analysis provided the feedback and direction needed for the adjustment of test items. The reported Cronbachâ s α for the final instrument is .73, which is within the acceptable range. The inventory is ready to be implemented and the predictability of the instrument, in reference to studentsâ spatial visualization skills, to be researched.
The final chapter of this research was a correlational study of the relationship between first-year engineering studentâ s 3D modeling frameworks and their performance on the PSVT:R and the MCT. 3D modeling presence in graphical communications has steadily increased over the last 15 years; however there has been little research on the correlations between the standard visualization tests and 3D modeling. 220 first-year engineering students from Embry-Riddle Aeronautical University participated in the study in the fall of 2011. The main findings from this research indicate there is no significant correlational relationship between the PSVT:R and a studentâ s 3D modeling ability, but there is one for the MCT. The significant correlational factors reported for the MCT and modeling aptitude for the three assignments are: r = .32 (p < 0.05), .36 (p< 0.01), and .47 (p< 0.01). These findings may be used by undergraduate educators and course administrators to more effectively organize engineering graphics education to yield students with deeper, more meaningful knowledge about engineering graphics and its inherent connection throughout the engineering curriculum.
Together these three studies represent a sequential exploratory mixed methods approach that intertwines qualitative interviews and observations to frame the quantitative instrument and data collection. Results of this study can be used to guide the assessment of incoming freshmen engineering students, and the modification and development of engineering graphics courses.<br>Ph. D.
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Allam, Yosef S. "Enhancing Spatial Visualization Skills in First-Year Engineering Students." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1259703062.
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Tosmur, Nermin. "The Effect Of Journal Writing On First Year Engineering Students." Master's thesis, METU, 2004. http://etd.lib.metu.edu.tr/upload/12605189/index.pdf.
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This study investigated the effects of journal writing with or without giving feedback
and grade, compared to the traditional teaching on integral achievement of students with
different learning styles. In addition, students&rsquo<br>ideas about the journal writing activities in the
mathematics classes were investigated.
The study was carried out with 87 first year engineering students at Atilim University
from three classes. Two groups were assigned as experimental groups (EG1 and EG2) and
one group was assigned as the control group (CG). Students in all groups received the same
instruction on integral. Experimental groups (EG1 and EG2) also engaged in journal writing
activities besides lectures. Journal writings of the EG1 students were graded and feedback
was given. Journal writings of the EG2 students, however, were not graded and feedback was
not given.
Two open-ended achievement tests on integral were developed. One of them was used
as pre-test<br>the other was used as post-test. In addition, Kolb&rsquo<br>s Learning
Style Inventory was administered as pre-test to determine the learning styles of the students.
Follow-up interviews were conducted with ten students from EG1 and EG2. Additionally,
v
classrooms were observed during the treatment. The results of the ANCOVA suggest that
neither the groups&rsquo<br>achievement nor the achievement of the students having different learning
styles in each group differ significantly on integral. The results of the interviews, however,
showed that students found journal writing activities as an effective teaching method and
wanted to be engaged in the activity for the future.
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Marais, A. F., and R. J. Gummow. "Computer-aided instruction to improve pass rates of first-year chemistry students." Journal for New Generation Sciences, Vol 7, Issue 3: Central University of Technology, Free State, Bloemfontein, 2009. http://hdl.handle.net/11462/545.
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Published Article<br>Past imbalances in the South African education system continue to perpetuate in poorly resourced schools and inadequately skilled teachers, resulting in under-prepared university students. At Tshwane University of Technology (TUT) a computer-based intervention was developed to address two of the conceptual difficulties identified in prospective first-year Chemistry students. After implementation of the intervention, average improvements of 13.6% and 6.4% were obtained for the concepts of conservation of matter and physical and chemical change respectively. The students' attitudes towards computer-aided study, assessed using a semi-structured questionnaire, were found to be extremely positive despite limited computer access.
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Brozina, Stephen Courtland. "Learning Analytics: Understanding First-Year Engineering Students through Connected Student-Centered Data." Diss., Virginia Tech, 2015. http://hdl.handle.net/10919/77865.
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This dissertation illuminates patterns across disparate university data sets to identify the insights that may be gained through the analysis of large amounts of disconnected student data on first-year engineering (FYE) students and to understand how FYE instructors use data to inform their teaching practices. Grounded by the Academic Plan Model, which highlights student characteristics as an important consideration in curriculum development, the study brings together seemingly distinct pieces of information related to students' learning, engagement with class resources, and motivation so that faculty may better understand the characteristics and activities of students enrolled in their classes.
In the dissertation's first manuscript, I analyzed learning management system (LMS) timestamp log-files from 876 students enrolled in the FYE course during Fall 2013. Following a series of quantitative analyses, I discovered that students who use the LMS more frequently are more likely to have higher grades within the course. This finding suggests that LMS usage might be a way to understand how students interact with course materials outside of traditional class time. Additionally, I found differential relationships between LMS usage and course performance across different instructors as well as a relationship between timing of LMS use and students' course performance.
For the second manuscript, I connected three distinct data sets: FYE student's LMS data, student record data, and FYE program survey data that captured students' motivation and identity as engineers at two time points. Structural equation modeling results indicate that SAT Math was the largest predictor of success in the FYE course, and that students' beginning of semester engineering expectancy was the only significant survey construct to predict final course grade.
Finally, for the third manuscript I conducted interviews with eight FYE instructors on how they use student data to inform their teaching practices. Ten themes emerged which describe the limited explicit use of formal data, but many instructors use data on an informal basis to understand their students. Findings also point to specific, existing data that the university already collects that could be provided to instructors on an aggregate, class-level basis to help them better understand their students.<br>Ph. D.
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Virguez, Barroso Lilianny Josefina. "A Quantitative Analysis of First Year Engineering Students' Courses Perceptions and Motivational Beliefs in Two Introductory Engineering Courses." Diss., Virginia Tech, 2018. http://hdl.handle.net/10919/93206.
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As a national initiative to support retention of engineering students, engineering programs have undergone a surge of revisions to their coursework in recent years, most notably in relation to first-year programs. These program modifications are generally intended to enhance student success in engineering, including both students' achievement and students' motivation to persist in an engineering degree. This study examines motivational constructs as it compares two versions (standard and revised) of an introductory engineering course taught in a general first year engineering program. The purpose of this dissertation is to examine students' course perceptions, students' Expectancy-Value beliefs, and the relationship between perceptions and beliefs in the two versions of an introductory engineering course. Students' perceptions of the class were measured at the course level using the MUSIC model of Academic Motivation, and students' Expectancy-Value beliefs were measured within the engineering domain level using Expectancy-value theory.
The dissertation is divided into three stages: In the first stage I provide a quantitative comparison of students' perceptions of the course, from students enrolled in each of the two versions of the course. In the second stage, I describe comparisons of Expectancy-Value engineering-related beliefs between students in each of the two versions of the introductory course, as well as within students in one of the courses. In the third stage, I develop structural models to test the relationship between students' perceptions of the introductory engineering courses and their Expectancy-Value engineering-related beliefs.
This study suggests three main outcomes: First, students' perceptions of success and caring are statistically and significantly different between the two versions of the course. Second, students' Expectancy-Value beliefs are discovered to have declined significantly in the standard version of the course, whereas in the revised version of the course, there are no statistically significant differences. Third, the fit indices of the models suggest a good model data-fit providing strong support for the hypothesis that students' perceptions of introductory engineering courses have effect on students' broader motivational beliefs. These outcomes have practical implications for students, instructors, and researchers in first year engineering education.<br>PHD
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Jordan, Kari L. "Intervention to Improve Engineering Self-Efficacy and Sense of Belonging of First-Year Engineering Students." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1388411864.
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Groll, Lorie. "Negotiating cultural humility| First-year engineering students' development in a life-long journey." Thesis, Purdue University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3591226.
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<p> One of the most sought after abilities in matriculating engineering students is the ability to negotiate cultural differences and build sustainable partnerships with others. This core attribute of the National Academy of Engineers' Engineer of 2020 is one of the least researched areas in engineering education literature. The ABET Engineering Accreditation Committee requires engineering programs to addresses this need in student outcomes "(g) an ability to communicate effectively, (h) the broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context, and (i) a recognition of the need for and an ability to engage in life-long learning". The essential learning outcomes of the American Association of Colleges and Universities (AACU) requires that graduating students be able to use practical and intellectual skills to address contemporary and enduring issues with a core component of this being the ability to communicate with diverse others to negotiate shared meanings. These qualities are foundational requirements for engineers' sustained participation in the diverse, multinational workforce where teaming, design, and innovation are imperative. </p><p> Current research efforts in this area use a cacophony of terms to describe these qualities within the engineering education literature. This creates silos of research and inhibits collaborative conversations. This research seeks to negotiate shared meaning through the following two goals to aid in quieting the din. 1) To offer a term with generative promise for the inclusive practice of engineering. 2) To provide a multi-dimensional portrait of the ways first-year engineering students communicate and make meaning around cultural differences. The first goal is considered through the lens of Politically Attentive Relational Constructionism. This research explores terms and associated theories by considering their histories and the opportunities they offer for the inclusive practice of engineering. Generative promise of the terms was considered based upon how they accounted for the communicative nature of understanding of otherness, the relational nature of the negotiation of meaning, the political nature of encounters with cultural others, the historical and socio-cultural context of encounters, and whether these attributes are considered in the context of a bio-psycho-socio-cultural developmental continuum. The term cultural humility defined as "the lifelong, geopolitically situated, developmental process of negotiating cultural difference in the creation of sustainable, mutually beneficial as defined by all participants, partnerships" has the most opportunity for educational practices. The second goal is reached by taking a mixed-methods approach to locate first-year engineering students within the developmental continuum. The quantitative portrait of first-year students used both the Miville-Guzman Universality-Diversity Scale - Short (M-GUDS-s) and the Intercultural Development Inventory (IDI). IDI results revealed that first-year students as a cohort are in polarization. The qualitative montage provides an understanding of how first-year students communicate their experiences with cultural others using polarizing and minimizing language. Collectively these studies establish a starting point from which engineering educators can begin a collaborative effort in creating evidence based practices to engage first-year students in this lifelong process.</p>
Books on the topic "First-year computer engineering students"
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1926-, Taylor Roy, ed. Structural engineering for first year students. McGraw-Hill Bk. Co., 1989.
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Bashkatov, Aleksandr, Roman Zasedatelev, and Evgeniy Sumerkin. Computer programs in the electric power industry. Workshop. INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1048798.
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The workshop consists of two chapters. The first one is basic, in the form of 10 works aimed at studying primary-level application programs. The second-extended-contains guidelines for seven works with software complexes (systems "Electric", DIALux) and a description of the application of programs for project purposes (calculation of the crossbar, sPlan, "1-2-3 Scheme", etc.). Along with the practical section, each topic includes reference and information support in the form of theoretical material. The papers contain basic information about the operations performed with mandatory references to specialized literature, including a review of standard examples and individual tasks in the applications section for monitoring the knowledge gained. Meets the requirements of the federal state educational standards of secondary vocational education of the latest generation. For students in the specialty "Power supply (by industry)" when conducting laboratory work on the academic discipline "Electrical Engineering", as well as when solving design problems, during course and diploma design, organizing practices. It can be useful not only for students of electric power specialties, but also for anyone who, by the nature of their activity, is faced with the need to perform calculations of electric networks using a computer.
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Inc, ebrary, ed. Environmental engineering laboratory manual for first year engineering students (common to all branches). New Age International (P) Ltd., Publishers, 2008.
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Myler, Harley R. Automated knowledge generation: First year final report. National Aeronautics and Space Administration, 1988.
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Korolev, Oleg, Mihail Kussyy, Anatoliy Sigal, Veniamin Livshic, and Evgeniy Solozhencev. The use of entropy in modeling decision-making processes in economics. INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1865188.
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The monograph is devoted to the study of entropy, the history of this general scientific category, the development of its theory, various aspects of the application of entropy. Entropy — a measure of chaos — is one of the basic concepts of modern natural science. Having arisen in thermodynamics in the first half of the XIX century, the concept of entropy has found numerous applications in many branches of knowledge, including in other branches of physics, engineering, computer science, biology, economics, social sciences. Particular attention is paid to the evolution of views on the concept of entropy, various aspects of the use of entropy for modeling processes in financial markets, the methodology of recurrent analysis of time series in economics, as well as various aspects of the use of entropy for game-theoretic modeling of resource allocation processes.
 It will be useful to specialists in mathematical modeling, scientists and practitioners specializing in managerial decision-making, teachers, graduate students, students.
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Lobanov, Aleksey. Medical and biological bases of safety. INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1439619.
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The textbook considers the subject and tasks of the discipline, highlights the medical and biological foundations of ensuring human security in the conditions of natural, man-made and biological-social emergencies, as well as when using modern weapons of destruction by a probable enemy. 
 Briefly, but quite informative, the structure of the human body and the basics of its functioning are described. The specificity and mechanism of the toxic effect of harmful substances on a person, the energy effect and the combined effect of the main damaging factors of the sources of emergency situations of peacetime and wartime are shown. The article highlights the medical and biological aspects of ensuring the safe life of people in adverse environmental conditions, including in regions with hot and cold climates (the Arctic). The methods of forecasting and assessing the medical situation in emergency zones and lesions are presented. 
 The means and methods of medical and biological protection and first aid to the affected are shown. The main tasks and organizational structure of formations and institutions of the medical rescue service of the GO, the All-Russian Service of Disaster Medicine and medical formations of the EMERCOM of Russia are considered. Organizational issues of medical and biological protection in emergency situations are highlighted. The features of the organization of medical support for those affected by terrorist attacks are considered. 
 It is intended for students and cadets of educational institutions of higher education studying under the bachelor's degree program in the following areas of training: "Technosphere security", "Infocommunication technologies and communication systems", "Information systems and technologies", "State and municipal management", "Economics", "Mechatronics and robotics", "Operation of transport and technological machines and complexes", "Informatics and computer engineering", "Air Navigation", "System analysis and management". It can also be useful for researchers and a wide range of specialists engaged in practical work on planning and organizing medical and biological protection of the population.
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Mosesov, Marat. Fundamentals of metal science and welding. INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1085480.
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The textbook discusses the properties of metals used in construction, methods of their production and processing, as well as methods and technical means of performing welded joints. 
 The presented material meets the requirements of the federal state educational standards of higher education of the latest generation and the programs of the courses "Technology of structural materials" and "Metal Science and Welding", taught to students of the faculties "Industrial and Civil Engineering", "Hydraulic Engineering", "Heat and Gas Supply and Ventilation", "Construction of unique buildings and structures", as well as to first-year students of the Faculty" Mechanization, Automation and Electrification of Construction " and undergraduates studying the course of metal structures and technologies of structural materials. 
 It will be useful for students in mastering the lecture material, conducting laboratory work and completing diploma projects, as well as for students of advanced training courses and retraining of construction specialists.
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Man'kovskaya, Zoya. English language for technical colleges. INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1033835.
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The textbook is designed to develop students ' skills of analytical, viewing and search reading of General scientific texts, retelling texts based on reference signals, as well as to form grammatical and lexical competencies, the ability to participate in a dialogue on the topic studied, extract information to discuss issues related to the history and current state of physics, biology, computer science, innovation and other areas of knowledge necessary for a modern specialist. It includes a basic course, a grammar workshop, lesson tests, and final tests. Current scientific and technical problems that are widely discussed in the world information space are revealed, which allows the student to maintain a dialogue on current topics of modern science and technology.
 Meets the requirements of the Federal state educational standards of higher education of the latest generation.
 For first-and second-year students of technical universities of any orientation.
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Larsen, Steve. Introduction to Engineering Python: For First Year Engineering Students. Larsen, Steve A, 2022.
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Ford, R. E. A computer-aided learning package for engineering students: B/TEC mathematics at first and national level. 1988.
Find full textBook chapters on the topic "First-year computer engineering students"
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Lazkani, Ousama. "Applying Strategic Design Thinking in Branding: Insights from Third-Year Visual Communication Students’ Case Studies." In Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering. Springer Nature Switzerland, 2025. https://doi.org/10.1007/978-3-031-97254-6_15.
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Twani, Malibongwe, Andre P. Calitz, and Margaret Cullen. "First-Year Students’ IT Career Awareness." In Communications in Computer and Information Science. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-21076-1_6.
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Cullen, Margaret, Andre P. Calitz, Malibongwe Twani, and Jean Greyling. "First Year Computing Students’ Career Choice Influencers." In Communications in Computer and Information Science. Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-48536-7_12.
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Santana, André Luiz Maciel, and Roseli de Deus Lopes. "Using Real-World Problems and Project-Based Learning for Future Skill Development: An Approach to Connect Higher Education Students and Society Through User-Centered Design." In Creating the University of the Future. Springer Fachmedien Wiesbaden, 2024. http://dx.doi.org/10.1007/978-3-658-42948-5_20.
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AbstractAlthough technologies are increasingly present in people’s pockets through powerful smartphones, the development of solutions centered on the user does not always follow this movement, creating a gap, mainly in hardware solutions. At the same time, the role of the modern engineer is rethought as the demands of the industry and the way the population consumes technology are also changing. Furthermore, Future Skills, such as Design Thinking, Real-World Problems Solving, User-Centered Design, and Digital Literacy, are increasingly necessary to connect higher education students with complex social problems and their contexts. This paper analyses and compiles the results of an engineering program to operationalize real-world problem solutions in higher education by a User-Centered Design that aims to approach Future Skills in a Computer Engineering Course. It promotes discussion on a case study with 49 students from a Microcontroller and Internet of Things class, from a Brazilian university, in the year 2020 and during the pandemic period. It was possible to conclude that the program stimulates the development of modern skills and encourages students to design solutions based on people’s real needs. The results also indicate the enhancement of competencies such as Design Thinking, developing in teams, Digital Literacy, design with and for the user, solving complex problems by interacting with real-world issues, and communication skills.
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Barros, Ana, Henrique Neto, Alcino Cunha, Nuno Macedo, and Ana C. R. Paiva. "Alloy Repair Hint Generation Based on Historical Data." In Lecture Notes in Computer Science. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-71177-0_8.
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AbstractPlatforms to support novices learning to program are often accompanied by automated next-step hints that guide them towards correct solutions. Many of those approaches are data-driven, building on historical data to generate higher quality hints. Formal specifications are increasingly relevant in software engineering activities, but very little support exists to help novices while learning. Alloy is a formal specification language often used in courses on formal software development methods, and a platform—Alloy4Fun—has been proposed to support autonomous learning. While non-data-driven specification repair techniques have been proposed for Alloy that could be leveraged to generate next-step hints, no data-driven hint generation approach has been proposed so far. This paper presents the first data-driven hint generation technique for Alloy and its implementation as an extension to Alloy4Fun, being based on the data collected by that platform. This historical data is processed into graphs that capture past students’ progress while solving specification challenges. Hint generation can be customized with policies that take into consideration diverse factors, such as the popularity of paths in those graphs successfully traversed by previous students. Our evaluation shows that the performance of this new technique is competitive with non-data-driven repair techniques. To assess the quality of the hints, and help select the most appropriate hint generation policy, we conducted a survey with experienced Alloy instructors.
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VanderPol, Diane, Emily A. B. Swanson, and Amy S. Kelly. "First Year Students and the Research Process: Hearing Students’ Voices." In Communications in Computer and Information Science. Springer International Publishing, 2013. http://dx.doi.org/10.1007/978-3-319-03919-0_76.
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Vaclavek, Jonas, Jakub Kuzilek, Jan Skocilas, Zdenek Zdrahal, and Viktor Fuglik. "Learning Analytics Dashboard Analysing First-Year Engineering Students." In Lifelong Technology-Enhanced Learning. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-98572-5_48.
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de Oliveira Rosa, Thatiane, and Alfredo Goldman. "Is It Possible to Apply Agile Methods to Contribute to the Linux Kernel?" In Agile Processes in Software Engineering and Extreme Programming – Workshops. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-58858-8_30.
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Abstract In this document, we describe the experience of teaching Agile Methods for developing projects related to the Linux Kernel, during the XP Lab course. In 2018, the first project related to this context emerged. This project had the objective of making adjustments to the driver for Linux IIO subsystem. The second project was developed in 2019 and aimed to refactor the Ethernet driver used in the kernel of a Brazilian Single Board Computer. Based on 19 years of experience offering the XP Lab course, we consider the development of these projects to be a challenging teaching activity, which deserves to be presented and discussed with students, educators, and professionals. Our aim is to show that it is possible to adapt Agile Values to different software development settings.
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Brown, Dane, and James Connan. "A Robust Portable Environment for First-Year Computer Science Students." In Communications in Computer and Information Science. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-92858-2_6.
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Rose, J. Barbara. "Technology-Mediated Provision of Models: Observational Learning for First Year Students." In Lecture Notes in Computer Science. Springer Berlin Heidelberg, 2007. http://dx.doi.org/10.1007/978-3-540-73283-9_83.
Full textConference papers on the topic "First-year computer engineering students"
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Kamel, D., A. Tsatse, and S. Badmos. "Teaching Computational Tools in Chemical Engineering Curriculum in Preparation for the Capstone Design Project." In The 35th European Symposium on Computer Aided Process Engineering. PSE Press, 2025. https://doi.org/10.69997/sct.126494.
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UCL Chemical Engineering ensures graduates are digitally literate by integrating computational tools like gPROMS, Aspen Plus, and GAMS into the undergraduate curriculum. Students in the first year of undergraduate program use GAMS to solve simple simulation and optimization problems and gPROMS for solving ordinary differential equations (ODEs) in reactor design problems. In the second year, students start using Aspen Plus to simulate more complex chemical process units, interpret and discuss results obtained and justify any differences observed between experimental data and computational results. They use GAMS to simulate and optimize a process flowsheet with considerations of the implications of proper initialization procedures and strategies for obtaining optimal parameters and gPROMS for advanced reactor and separator problems. The computational knowledge acquired in the first two years prepares students for the third-year capstone design project where they use the various tools in designing and simulating their processes during the preliminary, conceptual and detail designs. The computational resources available to students and the additional supports provided by educators help the students succeed on the design project in the third year. This work outlines strategies for delivering the computational tools required for modules in the first two years of the undergraduate program and the application of the knowledge in the third-year design project. It demonstrates how complex process systems engineering (PSE) problems are taught, student support and resources available, and feedback for continuous improvement. It presents some challenges faced due to the use of generative AI tools and how this can be addressed.
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Lewin, Daniel R., Nilay Shah, and Abigail Barzilai. "The flipped classroom: The good, the bad, and the surprising." In The 35th European Symposium on Computer Aided Process Engineering. PSE Press, 2025. https://doi.org/10.69997/sct.192842.
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Three different implementations of the flipped class paradigm were used to teach Chemical Engineering students at Imperial College London (ICL) in the 2023-24 academic year: (1) The 3rd year elective course Introduction to Numerical Methods (INM) taught in its entirety in flipped format (the �good�); (2) The 2nd year core course on Process Dynamics and Control (PDC), with the first half of the course on process dynamics taught in traditional lecture format, and the second half on process control taught in flipped format (the �bad�); and (3) a one-week workshop on heat integration, taught as part of a 3rd year core course on Process Design (PD), taught in flipped format (the �surprising�). This paper describes these three implementations in detail and presents and analyzes the responses from student surveys intended to ascertain students� perceptions about the level of their satisfaction with the flipped class approach and the degree to which they achieved mastery of the taught materials. The actual learning outcomes are also analysed, that is, the exam results in the case of the first two courses, and the performance of the students on their design project, for the last course. The paper ends with conclusions and recommendations concerning how the flipped class paradigm should be implemented, depending on the classroom situation for which it is intended.
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"ONLINE MATHEMATICS EDUCATION - E-Math for First Year Engineering Students." In 4th International Conference on Computer Supported Education. SciTePress - Science and and Technology Publications, 2012. http://dx.doi.org/10.5220/0003923503600363.
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Jonsson, Hakan. "Motivating and preparing first-year students in computer and engineering science." In 2013 IEEE Frontiers in Education Conference (FIE). IEEE, 2013. http://dx.doi.org/10.1109/fie.2013.6684997.
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El-Howayek, Georges. "Introducing computer engineering major for first year students using robotic projects." In 2016 IEEE Frontiers in Education Conference (FIE). IEEE, 2016. http://dx.doi.org/10.1109/fie.2016.7757483.
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Racha, Monica, Siva Chandrasekaran, and Alex Stojcevski. "Artificial Intelligence-Based Smart Tele-Assisting Technology for First-Year Engineering Students." In 2023 15th International Conference on Computer and Automation Engineering (ICCAE). IEEE, 2023. http://dx.doi.org/10.1109/iccae56788.2023.10111274.
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Nolte, Hannah, Catherine Berdanier, Jessica Menold, and Christopher McComb. "Comparison of Exams and Design Practica for Assessment in First Year Engineering Design Courses." In ASME 2020 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/detc2020-22054.
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Abstract In response to calls for engineering programs to better prepare students for future careers, many institutions offer courses with a design component to first-year engineering students. This work proposes that traditional exam-based assessments of design concepts are inadequate, and alternative forms of assessment are needed to assess student learning in design courses. This paper investigates the self-efficacy differences between a traditional exam and a two-part practicum as a mid-semester assessment for introductory engineering students enrolled in a first-year design course. Increased self-efficacy has been linked to various positive student outcomes and increased retention of underrepresented students. The practicum consisted of an in-class team design task and an out-of-class individual reflection, while the exam was a traditional, individual written exam. All students completed a pre-assessment survey and a post-assessment survey, both of which included measures of design self-efficacy. Analysis showed that the practicum increased the design self-efficacy of students more effectively than the exam. Students who identified as women had greater gains in design self-efficacy during the practicum as compared to men. Identifying as a minority subgroup student was also trending towards being a significant predictor of change in self-efficacy for the practicum. Findings suggest that a mid-semester practicum is a successful assessment of design competencies that contributes to increased first-year engineering student self-efficacy.
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Peters, Anne-Kathrin, Anders Berglund, Anna Eckerdal, and Arnold Pears. "First Year Computer Science and IT Students' Experience of Participation in the Discipline." In 2014 International Conference on Teaching and Learning in Computing and Engineering (LaTiCE). IEEE, 2014. http://dx.doi.org/10.1109/latice.2014.9.
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Williams, Christopher B., Janis P. Terpenny, and Richard M. Goff. "Designing a Service-Learning Design Project for a First-Year Engineering Course." In ASME 2009 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2009. http://dx.doi.org/10.1115/detc2009-87091.
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The creation of an appropriate, meaningful design experience for a first-year engineering design course is challenging as the instructor must balance resource constraints with broad learning objectives and a diverse, and often very large, enrollment. In this paper, the authors present the task of developing a design project for a first-year engineering course as a problem of design. Following a structured design process, the authors articulate the requirements for a successful first-year design project including: learning objectives that are appropriate for a multi-disciplinary group of first-year students and common budgetary and time constraints. Several project alternatives are generated and evaluated in a conceptual design phase. In their description of the embodiment and detail design phases, the authors present the implementation of the selected project concept: ROXIE (“Real Outreach eXperiences In Engineering”). The ROXIE project, a service-learning themed project, tasks first-year students with serving as design consultants to not-for-profit community partners. Through this partnership, students are able to practice principles and tools of design methodology and project management. Preliminary survey data and excerpts of student reflection essays are provided as a means of supporting the instructors’ project selection.
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Watterson, Craig, Karsten Lundqvist, and James Quilty. "The ethical understanding of entry level engineering and computer science students." In SEFI 50th Annual conference of The European Society for Engineering Education. Universitat Politècnica de Catalunya, 2022. http://dx.doi.org/10.5821/conference-9788412322262.1247.
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Ethics is considered an essential aspect of tertiary computer science and engineering education and forms a core part of professional accreditation for degree providers. The authors have been unable to locate a study in New Zealand on computer science and engineering students’ ethical beliefs, making this study an important exploration in this field. This study investigates the incoming first-year cohort’s beliefs and understanding of ethical issues across three areas: students, future employees and members of society. We conducted the study over two consecutive years to investigate cohort beliefs. For most questions, the students provided high ethical responses, except in the areas of “software piracy and copyright” and “misuse of computer resources”. In one year a small but significant number of female students indicated very low agreement that plagiarism is unethical. This research identified the importance of gaining an insight into student ethical beliefs as cohorts can differ in opinions. The findings challenge the common practice of teaching the same material over multiple years with the recommendation that teaching is adapted to address differences in students’ ethical beliefs.
Reports on the topic "First-year computer engineering students"
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Hashemian, Hassan. Infrastructure Academy Transportation Program. Mineta Transportation Institute, 2021. http://dx.doi.org/10.31979/mti.2021.1919.
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The College of Engineering, Computer Science, and Technology at the California State University, Los Angeles has expanded its National Summer Transportation Institute into a year-long program by creating the Infrastructure Academy Transportation Program (IATP). The goal of this program is to build a pipeline of diverse, well qualified young people for the transportation industry. The program works with high school students and teachers to offer academic courses, basic skills, workforce readiness training, internships, extracurricular activities, and career placements to prepare students and place them into the Science, Technology, Engineering, and Math (STEM) College track. The academy emphasizes on transportation as an industry sector and aims to increase the number of underrepresented minorities and women who directly enter the transportation workforce. It also aims at increasing the number of young people who enter college to study engineering or technology and subsequently pursue careers in transportation- and infrastructure-related careers. The IATP was conducted as a full-year program with 30 student participants from high schools.
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Striuk, Andrii M., and Serhiy O. Semerikov. The Dawn of Software Engineering Education. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3671.
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Designing a mobile-oriented environment for professional and practical training requires determining the stable (fundamental) and mobile (technological) components of its content and determining the appropriate model for specialist training. In order to determine the ratio of fundamental and technological in the content of software engineers’ training, a retrospective analysis of the first model of training software engineers developed in the early 1970s was carried out and its compliance with the current state of software engineering development as a field of knowledge and a new the standard of higher education in Ukraine, specialty 121 “Software Engineering”. It is determined that the consistency and scalability inherent in the historically first training program are largely consistent with the ideas of evolutionary software design. An analysis of its content also provided an opportunity to identify the links between the training for software engineers and training for computer science, computer engineering, cybersecurity, information systems and technologies. It has been established that the fundamental core of software engineers’ training should ensure that students achieve such leading learning outcomes: to know and put into practice the fundamental concepts, paradigms and basic principles of the functioning of language, instrumental and computational tools for software engineering; know and apply the appropriate mathematical concepts, domain methods, system and object-oriented analysis and mathematical modeling for software development; put into practice the software tools for domain analysis, design, testing, visualization, measurement and documentation of software. It is shown that the formation of the relevant competencies of future software engineers must be carried out in the training of all disciplines of professional and practical training.
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Kiv, Arnold E., Serhiy O. Semerikov, Vladimir N. Soloviev, and Andrii M. Striuk. First student workshop on computer science & software engineering. [б. в.], 2018. http://dx.doi.org/10.31812/123456789/2879.
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This is an introductory text to a collection of selected papers from the First Student Workshop on Computer Science & Software Engineering (CS&SE@SW 2018), which was held in Kryvyi Rih, Ukraine, on the November 30, 2018. It consists of short summaries of selected papers and some observations about the event and its future.
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Prokhorov, Оleksandr V., Vladyslav O. Lisovichenko, Mariia S. Mazorchuk, and Olena H. Kuzminska. Developing a 3D quest game for career guidance to estimate students’ digital competences. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/4416.
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This paper reveals the process of creating a career guidance 3D quest game for applicants who aim to apply for IT departments. The game bases on 3D model of computer science and information technologies department in the National Aerospace University “Kharkiv Aviation Institute”. The quest challenges aim to assess the digital competency level of the applicants and first- year students. The paper features leveraged software tools, development stages, implementation challenges, and the gaming application scenario. The game scenario provides for a virtual tour around a department of the 3D university. As far as the game replicates the real-life objects, applicants can see the department's equipment and class-rooms. For the gaming application development team utilized С# and C++, Unity 3D, and Source Engine. For object modeling, we leveraged Hammer Editor, Agisoft PhotoScan Pro, and the photogrammetry technology, that allowed for realistic gameplay. Players are offered various formats of assessment of digital competencies: test task, puzzle, assembling a computer and setting up an IT-specialist workplace. The experiment conducted at the open house day proved the 3D quest game efficiency. The results of digital competence evaluation do not depend on the testing format. The applicants mostly preferred to take a 3D quest, as more up-to-date and attractive engagement.
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Blakeley, John. Development of Engineering Qualifications in New Zealand: A Brief History. Unitec ePress, 2016. http://dx.doi.org/10.34074/ocds.027.
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Post 1840, New Zealand’s early engineers had mainly trained in Britain prior to emigrating. The need for educating and training young engineers was soon recognised. This was initially done by means of a young engineer working under the close supervision of an older, experienced engineer, usually in a cadetship arrangement. Correspondence courses from the British engineering institutions became available from 1897. Several technical colleges in New Zealand implemented night classes to assist students who were preparing for the associated examinations. The first School of Engineering was established at Canterbury University College in 1887. Teaching of engineering, initially within a School of Mines, commenced at Auckland University College in 1906. Engineering degrees did not become available from other universities in New Zealand until the late 1960s. The New Zealand Certificate in Engineering (NZCE) was introduced as a lower level of engineering qualification in the late 1950s and was replaced by a variety of two-year Diploma in Engineering qualifications from 2000, now consolidated together and known as the New Zealand Diploma in Engineering (NZDE) and taught at fifteen institutions throughout New Zealand from 2011. At an intermediate level, the three-year Bachelor of Engineering Technology degree qualification (BEngTech) was also introduced from 2000 and is now taught at seven institutes of technology and polytechnics, and the Auckland University of Technology.
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Wachen, John, and Steven McGee. Qubit by Qubit’s Four-Week Quantum Computing Summer School Evaluation Report for 2021. The Learning Partnership, 2021. http://dx.doi.org/10.51420/report.2021.4.
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Qubit by Qubit’s Quantum Computing Summer School is a four-week summer course for high school and university students in their first or second year of studies. The aim of the summer school is to introduce the field of Quantum Information Sciences and Engineering (QISE), specifically quantum computing. Through the course, students learn about quantum mechanics, quantum computation and information (quantum gates, circuits, and algorithms and protocols, including Grover’s Algorithm and Quantum Key Distribution), applications of quantum computing, and quantum hardware. Students also learn how to program in Qiskit and basic mathematics for quantum, including matrices and vectors. The Quantum Computing Summer School program enrolled a diverse population of high school and undergraduate students with 48% of participants identifying at female or non-binary, 20% of students identifying as Hispanic, 17% identifying as Black, and 38% identifying as Asian. The program substantially increased participants’ knowledge about quantum computing, as exhibited by large gains on a technical assessment that was administered at the beginning and end of the program. On a survey of student motivation, students in the program showed a statistically significant increase in their expectancy of being successful in quantum computing and valuing quantum computing. From the beginning of the program to the end of the program, there was a statistically significant increase in students’ reported sense of belonging in quantum. Participation in the program increased students’ interest in pursuing additional coursework and careers in STEM generally and in quantum specifically.
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Oza, Shardul, and Jacobus Cilliers. What Did Children Do During School Closures? Insights from a Parent Survey in Tanzania. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/027.
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In this Insight Note, we report results of a phone survey that the RISE Tanzania Research team conducted with 2,240 parents (or alternate primary care-givers) of primary school children following the school closures in Tanzania. After the first case of COVID-19 was confirmed in Tanzania on 16 March 2020, the government ordered all primary schools closed the following day. Schools remained closed until 29 June 2020. Policymakers and other education stakeholders were concerned that the closures would lead to significant learning loss if children did not receive educational support or engagement at home. To help stem learning loss, the government promoted radio, TV, and internet-based learning content to parents of school-age children. The primary aims of the survey were to understand how children and families responded to the school closures, the education related activities they engaged in, and their strategies to send children back to school. The survey also measures households’ engagement with remote learning content over the period of school closures. We supplement the findings of the parent survey with insights from interviews with Ward Education Officers about their activities during the school closures. The survey sample is comprised of primary care-givers (in most cases, parents) of students enrolled in Grades 3 and 4 during the 2020 school year. The survey builds on an existing panel of students assessed in 2019 and 2020 in a nationally representative sample of schools.4 The parent surveys were conducted using Computer Assisted Telephonic Interviewing (CATI) over a two-week period in early September 2020, roughly two months after the re-opening of primary schools. We report the following key findings from this survey: *Almost all (more than 99 percent) of children in our sample were back in school two months after schools re-opened. The vast majority of parents believed it was either safe or extremely safe for their children to return to school. *Only 6 percent of households reported that their children listened to radio lessons during the school closures; and a similar fraction (5.5 percent) tuned into TV lessons over the same period. Less than 1 percent of those surveyed accessed educational programmes on the internet. Households with access to radio or TV reported higher usage. *Approximately 1 in 3 (36 percent) children worked on the family farm during the closures, with most children working either 2 or 3 days a week. Male children were 6.2 percentage points likelier to work on the family farm than female children. *Households have limited access to education materials for their child. While more than 9 out of 10 households have an exercise book, far fewer had access to textbooks (35 percent) or own reading books (31 percent). *One in four parents (24 percent) read a book to their child in the last week.
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Schiller, Brandon, Tara Hutchinson, and Kelly Cobeen. Cripple Wall Small-Component Test Program: Wet Specimens I (PEER-CEA Project). Pacific Earthquake Engineering Research Center, University of California, Berkeley, CA, 2020. http://dx.doi.org/10.55461/dqhf2112.
Full textAbstract:
This report is one of a series of reports documenting the methods and findings of a multi-year, multi-disciplinary project coordinated by the Pacific Earthquake Engineering Research Center (PEER and funded by the California Earthquake Authority (CEA). The overall project is titled “Quantifying the Performance of Retrofit of Cripple Walls and Sill Anchorage in Single-Family Wood-Frame Buildings,” henceforth referred to as the “PEER–CEA Project.” The overall objective of the PEER–CEA Project is to provide scientifically based information (e.g., testing, analysis, and resulting loss models) that measure and assess the effectiveness of seismic retrofit to reduce the risk of damage and associated losses (repair costs) of wood-frame houses with cripple wall and sill anchorage deficiencies as well as retrofitted conditions that address those deficiencies. Tasks that support and inform the loss-modeling effort are: (1) collecting and summarizing existing information and results of previous research on the performance of wood-frame houses; (2) identifying construction features to characterize alternative variants of wood-frame houses; (3) characterizing earthquake hazard and ground motions at representative sites in California; (4) developing cyclic loading protocols and conducting laboratory tests of cripple wall panels, wood-frame wall subassemblies, and sill anchorages to measure and document their response (strength and stiffness) under cyclic loading; and (5) the computer modeling, simulations, and the development of loss models as informed by a workshop with claims adjustors. This report is a product of Working Group 4: Testing and focuses on the first phase of an experimental investigation to study the seismic performance of retrofitted and existing cripple walls with sill anchorage. Paralleled by a large-component test program conducted at the University of California [Cobeen et al. 2020], the present study involves the first of multiple phases of small-component tests conducted at the UC San Diego. Details representative of era-specific construction, specifically the most vulnerable pre-1960s construction, are of predominant focus in the present effort. Parameters examined are cripple wall height, finish materials, gravity load, boundary conditions, anchorage, and deterioration. This report addresses the first phase of testing, which consisted of six specimens. Phase 1 including quasi-static reversed cyclic lateral load testing of six 12-ft-long, 2-ft high cripple walls. All specimens in this phase were finished on their exterior with stucco over horizontal sheathing (referred to as a “wet” finish), a finish noted to be common of dwellings built in California before 1945. Parameters addressed in this first phase include: boundary conditions on the top, bottom, and corners of the walls, attachment of the sill to the foundation, and the retrofitted condition. Details of the test specimens, testing protocol, instrumentation; and measured as well as physical observations are summarized in this report. In addition, this report discusses the rationale and scope of subsequent small-component test phases. Companion reports present these test phases considering, amongst other variables, the impacts of dry finishes and cripple wall height (Phases 2–4). Results from these experiments are intended to provide an experimental basis to support numerical modeling used to develop loss models, which are intended to quantify the reduction of loss achieved by applying state-of-practice retrofit methods as identified in FEMA P-1100, Vulnerability-Base Seismic Assessment and Retrofit of One- and Two-Family Dwellings.
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Schiller, Brandon, Tara Hutchinson, and Kelly Cobeen. Cripple Wall Small-Component Test Program: Wet Specimens II (PEER-CEA Project). Pacific Earthquake Engineering Research Center, University of California, Berkeley, CA, 2020. http://dx.doi.org/10.55461/ldbn4070.
Full textAbstract:
This report is one of a series of reports documenting the methods and findings of a multi-year, multi-disciplinary project coordinated by the Pacific Earthquake Engineering Research Center (PEER and funded by the California Earthquake Authority (CEA). The overall project is titled “Quantifying the Performance of Retrofit of Cripple Walls and Sill Anchorage in Single-Family Wood-Frame Buildings,” henceforth referred to as the “PEER–CEA Project.” The overall objective of the PEER–CEA Project is to provide scientifically based information (e.g., testing, analysis, and resulting loss models) that measure and assess the effectiveness of seismic retrofit to reduce the risk of damage and associated losses (repair costs) of wood-frame houses with cripple wall and sill anchorage deficiencies as well as retrofitted conditions that address those deficiencies. Tasks that support and inform the loss-modeling effort are: (1) collecting and summarizing existing information and results of previous research on the performance of wood-frame houses; (2) identifying construction features to characterize alternative variants of wood-frame houses; (3) characterizing earthquake hazard and ground motions at representative sites in California; (4) developing cyclic loading protocols and conducting laboratory tests of cripple wall panels, wood-frame wall subassemblies, and sill anchorages to measure and document their response (strength and stiffness) under cyclic loading; and (5) the computer modeling, simulations, and the development of loss models as informed by a workshop with claims adjustors. This report is a product of Working Group 4 (WG4): Testing, whose central focus was to experimentally investigate the seismic performance of retrofitted and existing cripple walls. This report focuses stucco or “wet” exterior finishes. Paralleled by a large-component test program conducted at the University of California, Berkeley (UC Berkeley) [Cobeen et al. 2020], the present study involves two of multiple phases of small-component tests conducted at the University of California San Diego (UC San Diego). Details representative of era-specific construction, specifically the most vulnerable pre-1960s construction, are of predominant focus in the present effort. Parameters examined are cripple wall height, finish style, gravity load, boundary conditions, anchorage, and deterioration. This report addresses the third phase of testing, which consisted of eight specimens, as well as half of the fourth phase of testing, which consisted of six specimens where three will be discussed. Although conducted in different phases, their results are combined here to co-locate observations regarding the behavior of the second phase the wet (stucco) finished specimens. The results of first phase of wet specimen tests were presented in Schiller et al. [2020(a)]. Experiments involved imposition of combined vertical loading and quasi-static reversed cyclic lateral load onto ten cripple walls of 12 ft long and 2 or 6 ft high. One cripple wall was tested with a monotonic loading protocol. All specimens in this report were constructed with the same boundary conditions on the top and corners of the walls as well as being tested with the same vertical load. Parameters addressed in this report include: wet exterior finishes (stucco over framing, stucco over horizontal lumber sheathing, and stucco over diagonal lumber sheathing), cripple wall height, loading protocol, anchorage condition, boundary condition at the bottom of the walls, and the retrofitted condition. Details of the test specimens, testing protocol, including instrumentation; and measured as well as physical observations are summarized in this report. Companion reports present phases of the tests considering, amongst other variables, impacts of various boundary conditions, stucco (wet) and non-stucco (dry) finishes, vertical load, cripple wall height, and anchorage condition. Results from these experiments are intended to support advancement of numerical modeling tools, which ultimately will inform seismic loss models capable of quantifying the reduction of loss achieved by applying state-of-practice retrofit methods as identified in FEMA P-1100,Vulnerability-Base Seismic Assessment and Retrofit of One- and Two-Family Dwellings.
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Peer Evaluation Behavior of First Year Engineering (FYE) students and K-12 students. Purdue University, 2018. http://dx.doi.org/10.5703/1288284316850.
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