Academic literature on the topic 'Student SAE projects'
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Journal articles on the topic "Student SAE projects"
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Stadlerová, Hana. "The Development of Psycho-Didactic Skills within Special Art Education Projects." Acta Technologica Dubnicae 4, no. 2 (December 1, 2014): 60–66. http://dx.doi.org/10.1515/atd-2015-0006.
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AbstractThe paper presents the possibilities of developing the psychodidactic skills of students participating in a new pedagogical practicum conducted by the Department of Art of Masaryk University in Brno. Special art education (SAE), a program primarily designed for sociallydisadvantaged clients, imposes specific requirements on leading art activities. The students became part of a qualitative research program, which was implemented from 2010 to 2013 and which helped to articulate which psycho-didactic skills each student already had; this was accomplished through the implementation of specific art activities with clients from five participating institutions. The paper presents a part of the results of the research.
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Gadola, Marco, Daniel Chindamo, Giovanni Legnani, and Marco Comini. "Teaching automotive suspension design to engineering students: Bridging the gap between CAD and CAE tools through an integrated approach." International Journal of Mechanical Engineering Education 47, no. 1 (March 16, 2018): 23–43. http://dx.doi.org/10.1177/0306419018762803.
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The paper presents an integrated approach to suspension design with educational purposes. A dedicated design tool was created to instruct automotive engineering students in the whole process of suspension design across the various CAE tools involved, from early kinematics studies to CAD, vehicle dynamics simulations and FEM modelling. The tool has given birth to a proven design procedure that the authors would like to share in this paper with focus on the educational side, although suspension kinematics design is not certainly a novel subject in itself. The tool includes geometries like the widely used McPherson strut, complex five-link schemes for high-end road cars, and typical racing car geometries like the so-called push/pull rod systems used on Formula 1 and Le Mans racecars. It has been applied successfully to various projects developed by professionals as well as by students, including the latest three Formula SAE (FSAE) single-seaters of the University of Brescia (Brescia, Italy) team. The paper is structured as follows. The introduction describes the role student design competitions play in higher engineering education, and within the frame of the Automotive Engineering course at UniBS in particular. A selection of relevant bibliography on the topic is listed. The Educational scenario section deals with the specific case of the Automotive Engineering course at UniBS and the requirements posed by student competitions, also in the frame of the Dublin Descriptors, and shows how suspension design can play a pivot role in a FSAE project. The A tool for suspension kinematics: requirements, description, solution section presents the software tool in itself. The math underlying the user interface is outlined. Finally, the integration features towards other CAE tools are presented with the related advantages.
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Harper, Nevin J. "Locating Self in Place During a Study Abroad Experience: Emerging Adults, Global Awareness, and the Andes." Journal of Experiential Education 41, no. 3 (March 16, 2018): 295–311. http://dx.doi.org/10.1177/1053825918761995.
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Background: College students generally participate in study abroad experiences (SAE) at times of identity and value development as emerging adults. SAE has been criticized as perpetuating colonial acts through the project of globalization. Purpose: This research examined how participants construct meaning about place(s) and how this meaning relates to their sense of self during a 3-week expedition-style SAE in the Bolivian Andes. Methodology/Approach: SAE included place-based learning activities, cultural immersion, service projects, adventure travel, and two concurrent academic courses. Data were gathered from eight participants through written journal assignments, researcher observations, and field notes. Findings/Conclusions: Five themes emerged: personal growth, a multiplicity of meaning, privilege and global perspective, an urban-rural effect, and a taste for more. The social context and comfort–discomfort continuum are discussed as influencing factors. Implications: Findings suggest a place-based SAE can influence value formation and reflective practice of emerging adults. While findings echo SAE as a privileged experience, the question of latent effects of SAE on emerging adult social justice perspectives is raised.
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Dixon, Sally, and Denise Angelo. "Dodgy data, language invisibility and the implications for social inclusion." Australian Review of Applied Linguistics 37, no. 3 (January 1, 2014): 213–33. http://dx.doi.org/10.1075/aral.37.3.02dix.
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As part of the ‘Bridging the Language Gap’ project undertaken with 86 State and Catholic schools across Queensland, the language competencies of Indigenous students have been found to be ‘invisible’ in several key and self-reinforcing ways in school system data. A proliferation of inaccurate, illogical and incomplete data exists about students’ home languages and their status as English as an Additional Language/Dialect (EAL/D) learners in schools. This is strongly suggestive of the fact that ‘language’ is not perceived by school systems as a significant operative variable in student performance, not even in the current education climate of data-driven improvement. Moreover, the National Assessment Program – Literacy and Numeracy (NAPLAN), the annual standardised testing regime, does not collect relevant information on students’ language repertoires and levels of proficiency in Standard Australian English (SAE). Indigenous students who are over-represented in NAPLAN under-performance data are targeted through ‘Closing the Gap’ for interventions to raise their literacy and numeracy achievements (in SAE). However, Indigenous students who are EAL/D learners cannot be disaggregated by system data from their counterparts already fluent in SAE. Reasons behind such profound language invisibility are discussed, as well as the implications for social inclusion of Indigenous students in education.
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Soares, José Francisco. "Quality and Equity in Basic Education Brasileira: The Evidence SAEB-2001." education policy analysis archives 12 (August 6, 2004): 38. http://dx.doi.org/10.14507/epaa.v12n38.2004.
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This work uses data from SAEB?National System for Evaluation of Basic Education?to describe the cognitive achievement of 4th, 8th and 11th grade Brazilian basic education students. The achievement is measured on a scale that is the same for all grade levels. The test items are chosen to cover a synthesis of the curriculum frameworks of all Brazilian states. The achievement level of the great majority of the students does not meet the officially recommended levels. Also, there are large differences of achievement among students of different regions of the country, of different races, and of different socioeconomic status. The data, therefore, show the existence of large problems of quality and equity in Brazilian basic education. The students, their teachers, and the school principal provide, through their answers to contextual questionnaires, information on potential explanatory factors for the achievement levels. Using these data, it is possible, using adequate statistical methodology, to correlate the student achievement with the student and school factors. Several factors, under the control of school and public policies, are reported as having potential for improving the quality of education. The very few factors that affect the equity of the system act in the direction of increasing the inequalities among students of different races and of different socioeconomic backgrounds. The article concludes showing that the quality problem should be faced together with the equity problem, and for that, this latter dimension should be given a more prominent role in school improvement projects.
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Koomen, Michele Hollingsworth, Elizabeth Rodriguez, Alissa Hoffman, Cindy Petersen, and Karen Oberhauser. "Authentic science with citizen science and student-driven science fair projects." Science Education 102, no. 3 (February 15, 2018): 593–644. http://dx.doi.org/10.1002/sce.21335.
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Roth, Wolff-Michael. "Student views of collaborative concept mapping: An emancipatory research project." Science Education 78, no. 1 (January 1994): 1–34. http://dx.doi.org/10.1002/sce.3730780102.
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PROSKURYAKOV, VIKTOR. "ARCHITECTURE OF THE CITY OF KIELCE OF THE FUTURE IN THE PROJECTS OF LVIV ARCHITECTURE SCHOOL STUDENTS." Structure and Environment 11, no. 2 (June 28, 2019): 103–9. http://dx.doi.org/10.30540/sae-2019-007.
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Posada Ortiz, Julia Zoraida. "Evaluating Students’ Autonomous Learning Through Their Uses of a Self-access Centre." Colombian Applied Linguistics Journal, no. 8 (April 3, 2011): 53. http://dx.doi.org/10.14483/22487085.172.
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This article describes a small-scale project aimed at developing a systematic evaluation of a Self Access Centre (SAC) located at a private university in Bogotá. The objectives of the project were first, to identify the most common strategies used by the SAC’s users and find out if this SAC was enhancing autonomy. The second objective was to discover some of the strengths and weaknesses of the SAC. The results showed that students used indirect strategies which might show some autonomy, since these strategies are related to the management of our own language learning. The results also demonstrated that students need some counselling with both the language and technology.
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Bencze, J. Lawrence, G. Michael Bowen, and Steve Alsop. "Teachers' tendencies to promote student-led science projects: Associations with their views about science." Science Education 90, no. 3 (2006): 400–419. http://dx.doi.org/10.1002/sce.20124.
Full textDissertations / Theses on the topic "Student SAE projects"
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Martinez, Carmella Marie. "Extended opportunity program and service, and cooperative agencies resources for education for welfare students in pursuit of a post-secondary education." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2280.
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The purpose of this study was to evaluate the effectiveness of the relationship between participation in one community college EOPS & CARE program and participant sense of preparedness for self-sufficiency.
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Patt, Jacky Linn, and Gloria Ann Stickler. "A comparison of re-entry and traditional students needs and issues." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1863.
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Greene, Joseph Harrison. "Development of a social service program for college health services." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1869.
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The initial development of a social services program in a college health setting is presented, with discussion regarding causes, methods, and outcomes. Both empirical and anecdotal data which were influential in the initial formation of the program are reviewed, in the context of an examination of the research literature relating to this area. The actual development and implementation of the program is followed through its first year of existence. Outcomes are presented in the form of qualitative data analysis and case studies. Discussion of the results and recommendations for both future research and improvements to the program are presented.
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Ramirez, Maria Guadalupe. "The effects of Mexican Americans, Chicanos parental involvement on schooling." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2811.
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Ihenacho, Kelechi Nkeiruka, and Christina Nicole Burden. "The influence of gender scripts on African American college student condom use." CSUSB ScholarWorks, 2011. https://scholarworks.lib.csusb.edu/etd-project/3329.
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This study examines how African American gender scripts influence condom use for disease and pregnancy prevention. One-hundred African American California State University, San Bernardino (CSUSB) students were selected to participate in this study. Fifty African American males and fifty African American females were surveyed for this study to be representative of the African American community on campus.
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McLaughlin, Laurie Elaine. "Curriculum writing guide for Mt. San Jacinto College." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/3020.
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Kazemi, Farida. "Attitudes of university students towards students with physical disabilities." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1198.
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The purpose of this study is to explore the social and dating attitudes of university students who are able-bodied towards students with physical disabilities at California State University, San Bernardino.
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Lingren, Helga. "A study to determine the feasibility of constructing and operating a student fee funded recreational sports complex for California State University, San Bernardino." CSUSB ScholarWorks, 1989. https://scholarworks.lib.csusb.edu/etd-project/536.
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Muñoz, Julie Ann Peters, and Elisa Collins Coronado. "Stress among Master of Social Work students." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2459.
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This study explores stress levels among a population of Master of Social Work (MSW) students enrolled at California State University, San Bernardino (CSUSB). It is hypothesized that student stress is related to curriculum, finances, gender, and social roles.
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Aguilera, Lorri Castro. "Exercise and dietary habits of high school, health science students." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/997.
Full textBooks on the topic "Student SAE projects"
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Badykova, Idelya, and Anna Romanova. Project management of innovative activity of enterprises. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1415574.
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The monograph examines the statement that the combination of innovation activity and corporate social responsibility should create a synergistic effect of sustainable development of the enterprise. It is shown that increasing loyalty on the part of a large number of stakeholder groups (especially employees, consumers, suppliers, etc.) and reducing the level of risk perception on the part of financial stakeholders, consumers, etc. through the emergence of a "halo" or "halo" of responsible business are extremely important for high-risk innovation activities, increase the effectiveness of project management. At the same time, a positive perception on the part of stakeholders should affect the competitiveness of the company as a whole and its economic efficiency.
For students and teachers, as well as all those interested in the economy of enterprises.
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Harlamova, Yuliya. The struggle for Eurasia in the focus of transport geostrategies. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1243826.
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The monograph examines the problems that play an important role in the processes of constructing transport geostrategies on the Eurasian continent. In the processes of redrawing the world's spaces, the transport sphere (along with financial and information) often acts as a catalyst for modern transformations. It is emphasized that thanks to transport networks, the economy on a global scale is structured in a completely specific way. To increase the potential of any state and society (the peoples living in it), the creation of conditions for communication community (in the broadest sense) is an integral component of its sustainability. The thesis is proved that the direction of the flow of many global integration or disintegration processes corresponding to the new world conditions depends on the reliable and fast operation of transport communications. Special attention is paid to the concept of the modern Chinese state "One Belt , One Road", which the Chinese elite actively promotes in the external space. Some aspects of the economic and transport development of the Arctic region in the context of the functioning of the Northern Sea Route are considered. Due attention is paid to the special role of Central Asia in the context of these problems, as well as the implementation of the international transport project "North - South".
For students and teachers, as well as for anyone interested in economics and politics.
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PITS. Psychology in the Schools, Implementing the Safe Schools/Healthy Students Projects. Wiley, 2004.
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Gelman, Andrew, and Deborah Nolan. Student activities in survey sampling. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198785699.003.0018.
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This chapter outlines some of our more effective demonstrations for teaching sampling. Part I of this book contains many activities related to sampling that we also use in our more advanced courses on the subject (e.g., see chapter 6 for an activity on estimating family size, and chapter 9 for a candy weighing activity). This chapter describes additional student activities that we have developed for the advanced undergraduate survey sampling class. These include provocative questionnaires to demonstrate question bias and statistical literacy packets for dissecting news stories about surveys. In addition, this chapter contains sample handouts used for teaching particular topics, techniques for encouraging student participation, and materials to organize student projects on complex surveys.
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Wisener, Steven R. Survey of the effectiveness of the Safe Zones Project for lesbian, gay, and bisexual students at Western Washington University. 1995.
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Watson, Marilyn. Finding the Conditions for Success. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190867263.003.0012.
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As Laura looked back on the two years, she knew she had succeeded in educating her students not only for competence, but also for caring. How long this competence would last, Laura did not know. Many things contributed to her success. Laura’s class of approximately 20 students was mostly self-contained, and many students were in the class for two years, allowing her time to bond with them. Laura’s school was part of the Child Development Project which advocated and supported Laura’s teaching style and philosophy. Laura’s principal was supportive, and she had a trusted colleague who would help when some students presented serious problems. Would her students go on to lead successful lives? Many faced huge obstacles. Some might not make it. But she felt confident she had succeeded in helping each of them make real progress.
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Maun, M. Anwar. The Biology of Coastal Sand Dunes. Oxford University Press, 2009. http://dx.doi.org/10.1093/oso/9780198570356.001.0001.
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Coastal zones are becoming increasingly topical (and politically sensitive) as they face relentless pressures from urban expansion, recreational development and sea level rise due to climate change. This timely book provides a comprehensive introduction to the formation, dynamics, maintenance and perpetuation of coastal sand dune systems. It describes the interactions between living organisms and the physical processes of geomorphology, with particular emphasis on conservation and management issues due to this habitat's increasingly endangered status. A global range of examples enhance the book's international appeal, which also includes coverage of the latest methods/techniques and experimental approaches with suggestions for student-based field studies and projects. This accessible text is suitable for both senior undergraduate and graduate students taking courses in coastal zone management, marine biology, plant ecology, restoration ecology and conservation biology, as well as the many professional ecologists and conservation biologists requiring a concise but authoritative overview of the topic. The book will also be of relevance and use to coastal managers, planners and naturalists.
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Tan, Sooi Beng. Community Musical Theatre and Interethnic Peace-Building in Malaysia. Edited by Brydie-Leigh Bartleet and Lee Higgins. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780190219505.013.33.
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Community musical theatre projects have played important roles in engaging young people of diverse ethnicities in multicultural and religious Malaysia to cross borders, deconstruct stereotypes, appreciate differences, and build interethnic peace. This essay provides insights into the strategies and dialogic approaches employed in two such community musical theatre projects that promote peace-building in Penang. The emphasis is on the making of musical theatre through participatory research, collaboration, ensemble work, and group discussions about alternative history, social relationships and cultural change. The projects also stress partnerships with the multiethnic stakeholders, communities, traditional artists, university students, and school teachers who are involved in the projects. Equally important is the creation of a safe space for intercultural dialogue, skill training, research, and assessments to take place; this a working space that allows for free and open participation, communication, play, and creative expressions for all participants.
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Browning, Birch P. Coda. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780199928200.003.0013.
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This chapter is a retrospective view of some of the key topics from the text. The concept of deliberate practice introduced earlier is extended to deliberate learning. Steps to assure deliberate learning, including setting high goals and making a plan to reach them, focusing on the fundamentals, sharing one’s work for input from colleagues, managing time and staying on task, and developing a firm work ethic, are outlined. Transforming the myth of talent into the habit of hard work is reviewed and encouraged. The reader-student is asked to carefully consider how he or she will build and project the desired identity and roles as a musician and a pedagogue in a suitable community of practice. Probing questions are asked about the reader-student’s growth process and advances in understanding many key concepts and processes that inform the work of becoming a musician-pedagogue.
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Julien, Mic, Rachel McFadyen, and Jim Cullen, eds. Biological Control of Weeds in Australia. CSIRO Publishing, 2012. http://dx.doi.org/10.1071/9780643104204.
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Biological control of weeds has been practised for over 100 years and Australia has been a leader in this weed management technique. The classical example of control of prickly pears in Australia by the cactus moth Cactoblastis cactorum, which was imported from the Americas, helped to set the future for biocontrol of weeds in many countries. Since then there have been many projects using Classical Biological Control to manage numerous weed species, many of which have been successful. Importantly, there have been no serious negative non-target impacts – the technique, when practised as it is in Australia, is safe and environmentally friendly. Economic assessments have shown that biocontrol of weeds in Australia has provided exceedingly high benefit-to-cost ratios.
This book reviews biological control of weeds in Australia to 2011, covering over 90 weed species and a multitude of biological control agents and potential agents. Each chapter has been written by practising biological control of weeds researchers and provides details of the weed, the history of its biological control, exploration for agents, potential agents studied and agents released and the outcomes of those releases. Many weeds were successfully controlled, some were not, many projects are still underway, some have just begun, however all are reported in detail in this book.
Biological Control of Weeds in Australia will provide invaluable information for biological control researchers in Australia and elsewhere. Agents used in Australia could be of immense value to other countries that suffer from the same weeds as Australia. The studies reported here provide direction to future research and provide examples and knowledge for researchers and students.
Book chapters on the topic "Student SAE projects"
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Scheibenzuber, Christian, Marvin Fendt, and Nicolae Nistor. "Harnessing Student Creativity to Design Fake News Literacy Training: An Overview of Twelve Graduate Student Projects." In Technology-Enhanced Learning for a Free, Safe, and Sustainable World, 235–44. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-86436-1_18.
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Torotcoi, Simona, Delia Gologan, and Anastasia Kurysheva. "What Works for Underrepresented Groups? Identifying Effective Measures for Enhancing Access to Higher Education in Europe." In European Higher Education Area: Challenges for a New Decade, 177–96. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-56316-5_13.
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Abstract Over the last three decades, policy-makers have developed numerous measures, policies, projects and programs with the intention to increase the enrolment and participation of underrepresented groups, however, little is known about the ways in which such initiatives shape opportunities for potential students. Knowing which of these initiatives work and whether they are achieving their intended goals is of utmost importance for policy-makers across Europe. This paper aims to collect, document, scrutinize and critically analyze the current research literature which assesses the effectiveness of different public initiatives at Higher Education Institutions’ (HEIs) level for widening access for underrepresented groups and, at the same time, to identify gaps and make recommendations for potential further research. The 17 identified studies can be categorized based on the access measures they analyze: (1) outreach, counselling and mentoring of prospective students; (2) financial aid measures, and (3) preparatory courses and programs. The findings show that there are little research and information about the actual outcomes of most measures to increase access to HE. We found a lack of adequate, reliable and consistently collected data about the policy instruments already put to practice. Since there is no excuse for the lack of effective action towards more equitable educational systems, more evidence-based approaches will be necessary to learn from these specific access measures and move forward towards more efficient equity policies.
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Jones, Michael L. W. "Knowledge Management in Emergent Amateur Organizational Cultures." In Handbook of Research on Organizational Culture Strategies for Effective Knowledge Management and Performance, 76–95. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7422-5.ch005.
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This chapter examines issues of knowledge management and cultural knowledge in the context of Formula SAE student engineering teams. Approximately 500 student teams field a small formula-style racecar in a series of annual competitions held globally. Despite being small, student-run teams with limited resources and high organizational turnover, strong teams have developed strategies to sustain knowledge creation and work to build the team's cultural knowledge over multiple annual design cycles. This chapter highlights three knowledge management challenges: organizational renewal due to graduation of senior members, capturing vital yet departing tacit and explicit knowledge, and engaging multi-year and collaborative projects. The chapter recommends that strong faculty and institutional support can help FSAE teams develop into stable knowing organizations with deep tacit, explicit, and cultural knowledge bases.
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Lawrence, Carolyn. "Crafting Intellectual and Program Interconnectedness in the Classroom." In Strategies and Tactics for Multidisciplinary Writing, 152–69. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4477-8.ch012.
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This chapter explores the instructional observation of the utilization of interest-centric project design within an Introduction to Humanities course at a technical college in Georgia and how it can stand as a guide for productive interdisciplinary instruction and learning. The project came about through student expressed interests and assisted in the formulation of an interdisciplinary environment through discussion and experimentation. This chapter is a reflection on the information garnered by the author on how interdisciplinary, design thinking-centric projects can be successful within a college classroom if student interests are included in the production of projects and students are allowed a say in the development of the course instruction. This chapter merely stands as a testament that student inclusion and interdisciplinary projects can be successful if applied appropriately.
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Dekhane, Sonal, Mai Yin Tsoi, and Cynthia Johnson. "Mobile Application Development by Students to Support Student Learning." In Mobile and Blended Learning Innovations for Improved Learning Outcomes, 223–46. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0359-0.ch012.
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The ubiquity of mobile devices, their portability and their unique gesture recognition features make them an apt educational tool, especially in the STEM fields. The traditional pen and paper practice method can be transferred to a digital format and the content can be made available to students anywhere and at any time. In this chapter the authors discuss how mobile application development projects can be used to benefit students in multiple STEM disciplines at the same time by creating a symbiotic, business-like relationship between students enrolled in a software development course and students in other STEM courses (end-users). The authors will discuss the learning needs of students and the details of thoughtful mobile application design incorporating various learning theories. This chapter will also discuss various examples of educational mobile apps created, their usability testing results and their effect on student learning.
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Dekhane, Sonal, Mai Yin Tsoi, and Cynthia Johnson. "Mobile Application Development by Students to Support Student Learning." In Mobile Devices in Education, 576–98. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1757-4.ch034.
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The ubiquity of mobile devices, their portability and their unique gesture recognition features make them an apt educational tool, especially in the STEM fields. The traditional pen and paper practice method can be transferred to a digital format and the content can be made available to students anywhere and at any time. In this chapter the authors discuss how mobile application development projects can be used to benefit students in multiple STEM disciplines at the same time by creating a symbiotic, business-like relationship between students enrolled in a software development course and students in other STEM courses (end-users). The authors will discuss the learning needs of students and the details of thoughtful mobile application design incorporating various learning theories. This chapter will also discuss various examples of educational mobile apps created, their usability testing results and their effect on student learning.
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González-Marcos, Ana, Joaquín Ordieres-Meré, and Fernando Alba-Elías. "Data Mining to Identify Project Management Strategies in Learning Environments." In Encyclopedia of Information Science and Technology, Fourth Edition, 1934–46. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-2255-3.ch168.
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Projects have become a key strategic working form. It is agreed that project performance must achieve its objective and be aligned with criteria that the project stakeholders establish. The usual metrics that are considered are cost, schedule and quality. Configuration for the management of projects is a matter of decision that influences the project's evolution. There also are factors like virtual teamwork and team building processes that are relevant to that evolution. Effectiveness in managing projects depends on these factors and is investigated in this work by means of Educational Data Mining as they can help to build more effective learning and operating procedures. The conclusions from this study can help higher education course designers as well as teachers and students, by making apparent the influence of smarter strategies in the learning process. In fact, the same benefits will help practitioners too, as they can improve their continuous learning procedures and adjust their project management policies and strategies.
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González-Marcos, Ana, Joaquín Ordieres-Meré, and Fernando Alba-Elías. "Data Mining to Identify Project Management Strategies in Learning Environments." In Advances in Computer and Electrical Engineering, 532–45. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7598-6.ch039.
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Projects have become a key strategic working form. It is agreed that project performance must achieve its objective and be aligned with criteria that the project stakeholders establish. The usual metrics that are considered are cost, schedule, and quality. Configuration for the management of projects is a matter of decision that influences the project's evolution. There also are factors like virtual teamwork and team building processes that are relevant to that evolution. Effectiveness in managing projects depends on these factors and is investigated in this work by means of educational data mining as they can help to build more effective learning and operating procedures. The conclusions from this study can help higher education course designers as well as teachers and students by making apparent the influence of smarter strategies in the learning process. In fact, the same benefits will help practitioners too, as they can improve their continuous learning procedures and adjust their project management policies and strategies.
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Hein, Ethan. "Shared Sample Projects (Advanced)." In The Music Technology Cookbook, 139–46. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780197523889.003.0022.
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The lesson described in this chapter is meant to give students the opportunity to think about and develop their sonic imaginations, critical listening, decision making (including the skill of fighting option paralysis), ideas about living in a recording-saturated world, and authority and ownership of recorded music. Designed for undergraduate students, this activity requires all students to use the same short audio sample and audio manipulation software to create new full-length pieces of original music using the shared sample and nothing else. They can process and manipulate the sample as they see fit, but they may not use any additional sounds or instruments.
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Caton, Hope, and Darrel Greenhill. "Rewards and Penalties." In Gamification, 1003–14. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8200-9.ch050.
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This paper describes how a gamified rewards and penalties framework was used to increase attendance and engagement in a level six undergraduate computing module teaching game production. The framework was applied to the same module over two consecutive years: a control year and a trial year. In both years the tutor, assignments and assessment strategies were the same and daily attendance was recorded. In the module, students work in multi-disciplinary teams to complete an assignment to build a computer game prototype. Unequal contribution to team projects by other students is a frequently voiced complaint to lecturers setting team assignments: a problem which is only partially solved by peer assessments, which are a retrospective analysis. The gamification framework provides a method for the lecturer to quickly identify disengaging students and to re-motivate them. Partnership between student and teacher, both parties must present themselves in order for that exchange of knowledge to take place. If unequal team contribution is a constant problem for students, then empty lecture halls can be considered similarly difficult for educators. This paper addresses three key points: 1) Does the rewards/penalties framework improve attendance? 2) If yes, does improved attendance result in improved assessments? 3) Does the framework improve engagement and performance in student teams? This paper presents quantitative evidence to answer the first two and offers speculative comments on the third. Initial results suggest that the rewards and penalties framework improves attendance and increases student performance and overall grade. Speculatively, the framework appears to be effective in increasing motivation. Informal student commentary indicates that while motivation is not improved across the cohort, those that are motivated contribute significantly more time and effort to the project. Rewards proved successful in improving completion of previously resisted tasks and in attracting students to attend classes they would otherwise miss.
Conference papers on the topic "Student SAE projects"
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Donathan, Ken E., Matthew Schmidt, Alcuin L. Rajan, Adam Metruck, and Ilteris Demirkiran. "Development of Student-Led Hybrid Rocket Propulsion Projects." In 53rd AIAA/SAE/ASEE Joint Propulsion Conference. Reston, Virginia: American Institute of Aeronautics and Astronautics, 2017. http://dx.doi.org/10.2514/6.2017-4618.
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Kim, Jay, Teik Lim, Randall Allemang, and Bob Rost. "Engineering Education Through Degree-Long Project: A New Project Based Learning Approach." In ASME 2010 International Mechanical Engineering Congress and Exposition. ASMEDC, 2010. http://dx.doi.org/10.1115/imece2010-40514.
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A new pedagogical approach called engineering education through degree-long project has been implemented in the mechanical engineering program at the University of Cincinnati as a part of the NSF CCLI project. The approach integrates selected courses across the undergraduate curriculum of the mechanical engineering program using a degree-long project (DLP) as the theme. Design of Formula SAE® race car was employed as the first DLP. In each course in the sequence, the concept of the DLP approach and the role of the assignment in the course in the overall DLP are explained to students. In early-year courses, assignments are simple problems designed to show how abstract concepts are eventually applied to engineering tasks. In later-year courses, more involved design projects are used aiming at nurturing the ability to solve open-ended engineering problems. In conducting the approach, the most difficult part was developing an interesting and challenging problem which is relevant to practical applications, especially in early year courses. Findings through student evaluations and a stake-holders workshop on the improvement of the approach are discussed.
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Foroudastan, Saeed, and Brigette Thompson. "Experimental Vehicles Program Aides in Innovative Hands-On Learning Experiences." In ASME 2013 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/imece2013-66100.
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The Experimental Vehicles Program (EVP) was created in 2004 as an umbrella program for five different undergraduate experimental vehicle design teams. These projects consist of the Solar Vehicle, Moonbuggy, Baja SAE, Formula SAE, and Solar Boat. The goal of the EVP is to foster undergraduate student development through hands-on construction of experimental vehicles with the guidance of faculty mentors and partnerships with both national and international industry leaders. Each EVP project performs a vital function in the professional development of students. The projects provide a forgiving environment in which students can test their classroom knowledge in a real-world setting and learn important skills such as leadership, effective communication, and working as a team member. Furthermore, the students in the EVP develop highly versatile and qualified skill sets that will allow them to fill various positions within the workplace. In the past 90% of EVP graduates have been able to obtain highly regarded national and international positions upon graduation due to their real-world hands-on experience gained throughout their involvement in the EVP. Each year the EVP sponsors up to sixty interdisciplinary students that come together in peer-led teams to combine and expand upon their classroom knowledge in building innovative vehicles. The successes of the MTSU EVP have been recognized by becoming the national model for hands-on engineering education; helping engineering students take classroom knowledge and apply it to real-world situations. Students work in teams to annually design, construct, and test novel vehicle designs for participation in national and international competitions. Due to the competitive nature of each of the events, students must use cutting edge technology and design methods in order to create the best entries possible. Often times this means creating partnerships with industry leaders who help mentor the students from the design conception, the fabrication, through the manufacturing of each vehicle. These partnerships benefit both the students and the companies; students are able to create real-world contacts and gain a working knowledge of the industry that they cannot learn in the classroom. Furthermore, the students are able to use the contacts to garner equipment like solar panels and wheels. Likewise, the companies are able to receive recognition at national and international competition as program sponsors are advertised on the competition vehicles. Moreover the industries are able to build relationships with future employees who have real-world experience and who have become intimately involved with specialized technology such as “green energy”.
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Tran, Cuong Huy, Dragos Truscan, and Tanwir Ahmad. "Applying Test-driven Development in Evaluating Student Projects." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11218.
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Grading software projects submitted by students can become a heavy and time-consuming task, which for many students, can result in delayed feedback provided to them. Additionally, one would like to allow students to evaluate themselves early their projects before submitting the final version for grading. This paper presents a solution that improves the grading process of student projects not only for lecturers, but also for students. In our approach, we adopt a test-driven development methodology to provide a clear benchmark of the course project implementation. Our approach allows students to self-evaluate their progress at any moment, while lecturers can use it to automate the grading process. GitHub Classroom is used as a supporting tool to allow students to retrieve and implement their projects from the same initial skeleton project including the tests, and lecturers to retrieve the student projects and evaluate them automatically. The results show that test-driven development is a viable solution to be applied in an academic environment to improve the grading process. This study also shows that courses in Information Technology area could use our approach to increase learning and teaching efficiency.
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Whatley, Janice. "Ground Rules in Team Projects: Findings from a Prototype System to Support Students." In InSITE 2009: Informing Science + IT Education Conference. Informing Science Institute, 2009. http://dx.doi.org/10.28945/3300.
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Student team project work in higher education is one of the best ways to develop team working skills at the same time as learning about the subject matter. As today’s students require the freedom to learn at times and places that better match their lifestyles, there is a need for any support for team project work to be also available online. Team working requires that the task roles as well as the maintenance roles are taken into consideration, in that social interactions are just as important as carrying out the tasks of the project. The literature indicates that groupware, whilst effective in supporting the task roles, provides limited support for the maintenance roles of team working in the work place. As groupware was not specifically designed for student team working, it provides limited support for maintenance roles in student team projects. Virtual learning environments similarly provide support for completing the task roles. Many researchers have found that students experience difficulties with their team project work that reduce the perceived benefits of working in a team. It is proposed that helping students to agree on ground rules at the start of a project will improve team cohesion. This paper describes the implementation and evaluation of a prototype system to help students to agree on ground rules as they start their team projects. The system was tested with teams of students carrying out information systems team projects, using an interpretive case study research approach. In this case the teams had the additional problem of being composed of students from across three years of their undergraduate degree programmes, so they did not always have prior knowledge of each other’s preferences. We were trying to establish how useful this software tool would be to these student teams, in starting their project work. The findings showed that some of the student teams did find the ground rules function useful, but the team leaders were the ones who most appreciated its potential. The students may use the outputs in very different ways, but even just looking at the ground rules appeared to get team members thinking about their expectations for team working. Student teams do not often start by thinking about norms, but this study shows a positive benefit of encouraging teams to agree on ground rules at the start of their projects.
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Inso, Kanchaporn, Phanam Noicharoen, Nattaya Meathatanunchai, and Assadarat Khurat. "Play it safe a personal security application on Android platform." In 2016 Fifth ICT International Student Project Conference (ICT-ISPC). IEEE, 2016. http://dx.doi.org/10.1109/ict-ispc.2016.7519254.
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Espinosa Bautista, A., M. Garci´a del Ga´llego, and A. Zepeda Sa´nchez. "Vertical and Horizontal Academic Projects: A Novel Teaching Technique in the Faculty of Engineering of the National Autonomous University of Mexico." In ASME 2005 International Mechanical Engineering Congress and Exposition. ASMEDC, 2005. http://dx.doi.org/10.1115/imece2005-81960.
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Competitiveness of the students is increasing. Students with better skills are graduating from universities all over the world. More and more efforts are being done to improve the skills of the undergraduate students. In the Faculty of Engineering of the National Autonomous University of Mexico (UNAM) many lecturers use projects to help students to better understand the concepts and to improve their teamwork skills. However many of these efforts are isolated and have been done in an empirical way. The Manufacturing and Design Center is seeking ways to get students with better skills and bring together the isolated efforts done by many lecturers. Therefore a new technique is being explored for the mechanical design area. This technique is based on the Project Based Learning method. Two main approaches are being explored: the Horizontal Projects (HP) and the Vertical Projects (VP). The basic idea for the HP is to have a Great Design Team (GDT) developing a project in one semester. Students from different subjects of the Mechanical Engineering program compose the GDT. Each of these groups have access to information related to the subject they are attending in a central database. Students work on the different issues according to their subject; e.g. Mechanics of Solids solve issues related to the stress in the different elements of the machine or product developed; the Product Design subject works on the definition of the product specifications, requirements etcetera. Periodical meetings help to evaluate the global progress of the GDT. In the VP one student works on different stages of the project as he/she moves from one semester to the next, all the time working in the same project. The expected benefit of this technique is to provide the student with a better view of the different stages involved in the development of a project. Both techniques are being explored. Each of these techniques has advantages and disadvantages. This paper describes in detail these techniques and the potential applications for other careers within the Faculty of Engineering.
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Hyman, Barry, Sanjeev Khanna, Yuyi Lin, and Jim Borgford-Parnell. "A Case Study of Using Capstone Design as Basis for Curriculum-Wide Project-Based Learning." In ASME 2011 International Mechanical Engineering Congress and Exposition. ASMEDC, 2011. http://dx.doi.org/10.1115/imece2011-62697.
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This paper describes an NSF funded project in the Mechanical and Aerospace Engineering (MAE) Department at the University of Missouri. A primary goal of this project is to systematically increase project-based learning (PBL) experiences throughout the MAE curriculum. To accomplish this goal, recent capstone design projects that need further refinements serve as the basis for PBL activities throughout the MAE curriculum. A major tool for facilitating these refinement efforts is a new senior/graduate Design Management course in which each student in this course learns how to plan and manage design projects. These students then implement their learning by serving as project team managers in the courses in which the refinement activities are being conducted. This paper provides a detailed case study of five refinements to one capstone design that took place in four different MAE courses during the Spring 2011 semester. The paper describes a Fall 2009 capstone project that consisted of designing a portable wood chipper. The student design was very promising, leading to a chipper with significantly greater chipping capacity than commercially available chippers of the same size and weight. However, several faculty members reviewed the results and identified additional opportunities for refining the design. This paper describes activities during Spring 2011 when students in four different MAE courses developed refinements to the original design. The roles of the Design Management students in these activities are discussed. The paper also includes a discussion of the methods and findings of the formative assessment process, including interviews with, and surveys of, faculty and students.
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Field, Brandon S. "Guided Inquiry Learning in a Thermodynamics Class." In ASME 2010 International Mechanical Engineering Congress and Exposition. ASMEDC, 2010. http://dx.doi.org/10.1115/imece2010-39226.
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This paper describes guided inquiry investigations of thermodynamic properties and cycles that was used in a sophomore thermodynamics class. A partially-complete computer model of a Carnot cycle was provided to students that was written in Engineering Equation Solver (EES). The students were led through a investigation in pairs or groups using the model designed to familiarize the students with the software as well as the cycle. As part of the investigation, the students were required to modify the model to add features. Following the in-class exercise with the Carnot cycle, students were required to model a Stirling cycle and later a Brayton cycle using the same EES software for a take-home project. In previous classes, the same (and similar) take-home projects were assigned, but this was the first time that these computer projects were preceded by a guided inquiry investigation. The advantages of using such a guided inquiry investigation to introduce the software were primarily evident from the questions that were avoided on the take-home projects, but also evident from the student performance on the projects themselves. A discussion of the investigation is included, as well as critique of what will be changed for the next time the class is taught.
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Schmaltz, Kevin, Christopher Moore, and Joel Lenoir. "Professional Tools Instruction Within an Overall ME Design Curriculum." In ASME 2009 International Mechanical Engineering Congress and Exposition. ASMEDC, 2009. http://dx.doi.org/10.1115/imece2009-11150.
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The Mechanical Engineering faculty at Western Kentucky University have developed and implemented a Professional Plan to assure that graduates of the program have experienced key areas of the engineering profession and demonstrated their abilities to perform in a professional manner. The Professional Components within the plan include Engineering Design, Professional Communications, Professional Tools and Engineering Ethics; students receive instruction in at least one course per academic year and are expected to develop within each component. This paper will detail the Professional Tools component, which provides students with computational design tools and prototype realization skills supporting the Engineering Design demands placed on them. Computational tools include software for traditional communication and data processing, solid modeling and analysis, engineering computation and project management. Prototype realization skills encompass the typical metal machining operations necessary to create a functioning reciprocating air-powered engine and activities required for electro-mechanical device construction and testing. Higher level prototyping skills, such as rapid prototyping and CNC machining, are presented to students who can choose to become proficient with these activities or can engage other trained students to assist with their design project needs. The foundation of the four-year Professional Plan is centered on engineering design and problem solving. By exposing freshmen to hands-on projects, sophomores to design-analyze-and-build internal projects, and juniors to team-based prototype realization and external projects, a meaningful senior capstone design sequence involving external customers can validate and refine professional competencies of graduates, rather than introducing students to project activities. Professional tools instruction is interwoven with the other Professional Component instruction. While prototyping training is structured to provide a safe and efficient environment for the students at all times, computational tools are sometimes introduced as required for a project, and at other times well before needed for projects. Refinement to the Professional Plan has been guided by ongoing assessment, which is performed at course level at the end of a semester, and through program outcome assessment reviewed on an annual basis. The paper will detail the Western Kentucky University Professional Tools component of the overall Professional Plan, which provides a framework developing necessary student competencies, building upon previous coursework, assessing student progress, and adjusting course coverage based on prior assessments to assure that departing graduates will be capable of immediately contribute in their professional careers.
Reports on the topic "Student SAE projects"
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Boettcher, Seth J., Courtney Gately, Alexandra L. Lizano, Alexis Long, and Alexis Yelvington. Part 2: Water Recycling Technical Report for Direct Non-Potable Use. Edited by Gabriel Eckstein. Texas A&M University School of Law Program in Natural Resources Systems, May 2020. http://dx.doi.org/10.37419/eenrs.brackishgroundwater.p2.
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This Water Recycling Technical Report examines the legal frameworks that affect water recycling in Texas. The goal of this report is to provide insight into the legal and regulatory barriers, challenges, and opportunities for these technologies to go online. Each water recycling implementation site has to find ways of complying with various laws and regulations. The information in this Report comes from the study of water recycling facilities currently operating in Texas, as well as extensive research into available literature and documents from various agencies. While there is no updated “one-stop-shop” resource that provides detailed information on all the necessary permits to build, operate, and maintain such facilities, this Technical Report aims to compile the existing, available information in an organized and accessible fashion. The Water Recycling Technical Report is the second of three reports that make up the work product of a project undertaken by students at Texas A&M University School of Law in a select capstone seminar. These reports examine regulations surrounding desalination and water recycling. The companion report entitled Brackish Groundwater Desalination Technical Report highlights building, operating, and monitoring requirements for desalination facilities in Texas. Finally, the Case Study Report expands on regulations in San Antonio and El Paso where these water alternatives are in place.
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Boettcher, Seth J., Courtney Gately, Alexandra L. Lizano, Alexis Long, and Alexis Yelvington. Part 1: Brackish Groundwater Desalination Technical Report. Edited by Gabriel Eckstein. Texas A&M University School of Law Program in Natural Resources Systems, May 2020. http://dx.doi.org/10.37419/eenrs.brackishgroundwater.p1.
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This Brackish Groundwater Desalination Technical Report examines the legal frameworks that affect desalination in Texas. The goal of this report is to provide insight into the legal and regulatory barriers, challenges, and opportunities for these technologies to go online. Each desalination implementation site has to find ways of complying with various laws and regulations. The information in this Report comes from the study of brackish groundwater desalination facilities currently operating in Texas, as well as extensive research into available literature and documents from various agencies. While there is no updated “one-stop-shop” resource that provides detailed information on all the necessary permits to build, operate, and maintain such facilities, this Technical Report aims to compile the existing, available information in an organized and accessible fashion. The Brackish Groundwater Desalination Technical Report is the first of three reports that make up the work product of a project undertaken by students at Texas A&M University School of Law in a select capstone seminar. These reports examine regulations surrounding desalination and water recycling. The companion report entitled Water Recycling Technical Report highlights building, operating, and monitoring requirements for water recycling facilities in Texas. Finally, the Case Study Report expands on regulations in San Antonio and El Paso where these water alternatives are in place.
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Treadwell, Jonathan R., James T. Reston, Benjamin Rouse, Joann Fontanarosa, Neha Patel, and Nikhil K. Mull. Automated-Entry Patient-Generated Health Data for Chronic Conditions: The Evidence on Health Outcomes. Agency for Healthcare Research and Quality (AHRQ), March 2021. http://dx.doi.org/10.23970/ahrqepctb38.
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Background. Automated-entry consumer devices that collect and transmit patient-generated health data (PGHD) are being evaluated as potential tools to aid in the management of chronic diseases. The need exists to evaluate the evidence regarding consumer PGHD technologies, particularly for devices that have not gone through Food and Drug Administration evaluation. Purpose. To summarize the research related to automated-entry consumer health technologies that provide PGHD for the prevention or management of 11 chronic diseases. Methods. The project scope was determined through discussions with Key Informants. We searched MEDLINE and EMBASE (via EMBASE.com), In-Process MEDLINE and PubMed unique content (via PubMed.gov), and the Cochrane Database of Systematic Reviews for systematic reviews or controlled trials. We also searched ClinicalTrials.gov for ongoing studies. We assessed risk of bias and extracted data on health outcomes, surrogate outcomes, usability, sustainability, cost-effectiveness outcomes (quantifying the tradeoffs between health effects and cost), process outcomes, and other characteristics related to PGHD technologies. For isolated effects on health outcomes, we classified the results in one of four categories: (1) likely no effect, (2) unclear, (3) possible positive effect, or (4) likely positive effect. When we categorized the data as “unclear” based solely on health outcomes, we then examined and classified surrogate outcomes for that particular clinical condition. Findings. We identified 114 unique studies that met inclusion criteria. The largest number of studies addressed patients with hypertension (51 studies) and obesity (43 studies). Eighty-four trials used a single PGHD device, 23 used 2 PGHD devices, and the other 7 used 3 or more PGHD devices. Pedometers, blood pressure (BP) monitors, and scales were commonly used in the same studies. Overall, we found a “possible positive effect” of PGHD interventions on health outcomes for coronary artery disease, heart failure, and asthma. For obesity, we rated the health outcomes as unclear, and the surrogate outcomes (body mass index/weight) as likely no effect. For hypertension, we rated the health outcomes as unclear, and the surrogate outcomes (systolic BP/diastolic BP) as possible positive effect. For cardiac arrhythmias or conduction abnormalities we rated the health outcomes as unclear and the surrogate outcome (time to arrhythmia detection) as likely positive effect. The findings were “unclear” regarding PGHD interventions for diabetes prevention, sleep apnea, stroke, Parkinson’s disease, and chronic obstructive pulmonary disease. Most studies did not report harms related to PGHD interventions; the relatively few harms reported were minor and transient, with event rates usually comparable to harms in the control groups. Few studies reported cost-effectiveness analyses, and only for PGHD interventions for hypertension, coronary artery disease, and chronic obstructive pulmonary disease; the findings were variable across different chronic conditions and devices. Patient adherence to PGHD interventions was highly variable across studies, but patient acceptance/satisfaction and usability was generally fair to good. However, device engineers independently evaluated consumer wearable and handheld BP monitors and considered the user experience to be poor, while their assessment of smartphone-based electrocardiogram monitors found the user experience to be good. Student volunteers involved in device usability testing of the Weight Watchers Online app found it well-designed and relatively easy to use. Implications. Multiple randomized controlled trials (RCTs) have evaluated some PGHD technologies (e.g., pedometers, scales, BP monitors), particularly for obesity and hypertension, but health outcomes were generally underreported. We found evidence suggesting a possible positive effect of PGHD interventions on health outcomes for four chronic conditions. Lack of reporting of health outcomes and insufficient statistical power to assess these outcomes were the main reasons for “unclear” ratings. The majority of studies on PGHD technologies still focus on non-health-related outcomes. Future RCTs should focus on measurement of health outcomes. Furthermore, future RCTs should be designed to isolate the effect of the PGHD intervention from other components in a multicomponent intervention.