Integrating Learning Outcomes of Student Final Year Project with Objectives of a Research Project: Designing an All-In-One System for Climate Control and Air Purification

Student projects are designed to inform tasks on an overarching research project. The goal of the research project is to design a climate control system for particular use in crowded low quality built environments. Individual student projects were tailored to achieve specific phased steps within the project. This paper describes the mapping of learning outcomes in student projects to objectives of the main project, reflects on the achievement of these learning outcomes in the context of a project that fully explores all of them, and describes the service-learning potential for this type of student project

Interactive Statistical Computing For Undergraduate Liberal Arts Education

St. Olaf College at Northfield, Minnesota, has an Interactive Statistical Analysis System for classroom research usage. SODAS (St. Olaf Data Analysis System) operates on a Minicomputer Time Sharing System (DEC PDP / 1140 has 15 terminals, 64K of core, and 3 disks). SODAS is used extensively by students for study of statistics, course projects, and research. In addition, it is used for faculty research . This system has increased student interest by involving them in realistic problems. In addition, student sophistication in problem solving has increased. The paper discusses the system design, the philosophy of interactive computing, and the pedagogical applications in an undergraduate curriculum

Project-based Learning within a Large-Scale Interdisciplinary Research Effort

The modern engineering landscape increasingly requires a range of skills to successfully integrate complex systems. Project-based learning is used to help students build professional skills. However, it is typically applied to small teams and small efforts. This paper describes an experience in engaging a large number of students in research projects within a multi-year interdisciplinary research effort. The projects expose the students to various disciplines in Computer Science (embedded systems, algorithm design, networking), Electrical Engineering (circuit design, wireless communications, hardware prototyping), and Applied Physics (thin-film battery design, solar cell fabrication). While a student project is usually focused on one discipline area, it requires interaction with at least two other areas. Over 5 years, 180 semester-long projects have been completed. The students were a diverse group of high school, undergraduate, and M.S. Computer Science, Computer Engineering, and Electrical Engineering students. Some of the approaches that were taken to facilitate student learning are real-world system development constraints, regular cross-group meetings, and extensive involvement of Ph.D. students in student mentorship and knowledge transfer. To assess the approaches, a survey was conducted among the participating students. The results demonstrate the effectiveness of the approaches. For example, 70% of the students surveyed indicated that working on their research project improved their ability to function on multidisciplinary teams more than coursework, internships, or any other activity

Establishing best-practice principles for the teaching of group design projects

As student-to-staff ratios escalate, increasing numbers of undergraduate architects are finding the reduction of &lsquo;one-to-one&rsquo; studio supervision an impediment to learning. Group design projects are becoming a widespread solution to this problem. However, little analysis has been undertaken as to their effectiveness both in terms of student assessment and as a design teaching methodology.The two hundred years of apprentice/master tradition that underpins the atelier studio system is still at the core of much present day architectural design education. Yet this tradition today poses uncertainties for a large number of co-ordinating lecturers faced with current changes in the nature of tertiary education and its funding structure. In particular, with reductions in staff/student contact time, in sessional funding sources and in the relative weighting of design-based subjects with respect to other subject areas, many design teachers are finding it increasingly difficult to maintain an atelier system that has shaped both their learning and, more pointedly, their teaching. If these deficiencies remain unchecked and design-based schools are unable to implement strategies that successfully overcome the resource intensive one-to-one teaching program, then architecture may prove to be an untenable course structure for many institutions.Rather then spreading their time thinly, many co-ordinating lecturers are setting group projects in order to review less assignments but at greater depth. However, while this learning model better reflects design teams in practice, this approach may pose other pedagogical and assessment questions. What is clear is the urgent need for structured research into the teaching and assessment problems experienced by design teachers, and for a readily adoptable pedagogy for group design projects. At Deakin University, research is underway aimed at establishing best-practice principles for group design projects by analysing students&rsquo; performance and recording and implementing their feedback to adjustments made to the pedagogical fundamentals of assessment, group configuration, and program structure. There are after two years of preliminary studies already clear indications of what changes can be made to these to encourage more effective team learning. This paper will present the findings of these studies.<br /

Development of a Rooftop Collaborative Experimental Space through Experiential Learning Projects

The Solar, Water, Energy, and Thermal Laboratory (SWEAT Lab) is a rooftop experimental space at the University of Texas at Austin built by graduate and undergraduate students in the Cockrell School of Engineering. The project was funded by the Texas State Energy Conservation Office and the University’s Green Fee Grant, a competitive grant program funded by UT Austin tuition fees to support sustainability-related projects and initiatives on campus. The SWEAT Lab is an on-going experiential learning facility that enables engineering education by deploying energy and water-related projects. To date, the lab contains a full weather station tracking weather data, a rainwater harvesting system and rooftop garden. This project presented many opportunities for students to learn first hand about unique engineering challenges. The lab is located on the roof of the 10 story Engineering Teaching Center (ETC) building, so students had to design and build systems with constraints such as weight limitations and wind resistance. Students also gained experience working with building facilities and management for structural additions, power, and internet connection for instruments. With the Bird’s eye view of UT Austin campus, this unique laboratory offers a new perspective and dimension to applied student research projects at UT Austin.Cockrell School of Engineerin

Public Bicycles: How the Concept of Human-Oriented “Mobility Sharing” Technology Can Influence Travel Behaviour Norms and Reshape Design Education

Although at the moment an excess of 500 public bicycle schemes of variable sizes operate in almost 50 countries worldwide, the impact of their use on travel behaviour and modal change have neither been studied extensively nor have been understood thoroughly as yet. This work negotiates the initial stages of an international research scheme that means to look into the attitudes and system user experiences (the latter only when it is applicable) that could define the design (or re-design) criteria for three public bicycle schemes in three cities of different size and culture. These systems are currently on three dissimilar operational phases spanning from bidding for funding to actually having a fairly successful system already in place. As a matter of fact, the choice of the three case study cities represent an effort to frame the dynamics of the bike-sharing phenomenon in a micro-scale (Drama, Greece, 50.000 residents), meso-scale (Gothenburg, Sweden, 500.000 residents) and mega-scale (Shanghai, China, 23 million residents) looking also into the attitude-shaping process before and after the implementation of a scheme. This project’s didactic role is a twin one; it aims to reinforce education practice on sustainable mobilities design by using student projects as an apparatus for supporting research and promoting urban change in real societal terms and subsequently to integrate the findings of the research into future postgraduate and undergraduate course material. Thus, bike-sharing design, for the means of this paper, aims to serve as an academic platform for integrating and synchronising research and education by promoting a balanced and timely development of technological opportunities that capture the mobility needs of tomorrow

Services Learning Practicum

The Service Learning Practicum is a document driven knowledge management system. The purpose of the Practicum is to involve MSCIT students in IT projects that support and provide solutions to non-profit organizations or non-governmental organizations (NGOs). The main documents that drive the practicum are the student application; the NGO needs statement; and the student\u27s thesis, design, and research documents. The practicum unites graduate students with NGOs. Both benefit from this union because the student is able to reach academic goals and the NGOs are able to implement low-cost or no-cost solutions for their IT needs. This project implements a graphic user interface for the collection, storage, and access of these documents

Design of a Statistics Lecture for Multidisciplinary Postgraduate Students Using a Range of Tools and Techniques

Teaching statistics is a critical and challenging issue especially to students from multidisciplinary and diverse postgraduate backgrounds. Postgraduate research students require statistics not only for the design of experiments; but also for data analysis. Students often perceive statistics as a complex and technical subject; thus, they leave data analysis to the last moment. The lecture needs to be simple and inclusive at the same time to make it comprehendible and address the learning needs of each student. Therefore, the aim of this work was to design a simple and comprehendible statistics lecture to postgraduate research students regarding ‘Research plan, design and data collection’. The lecture adopted the constructive alignment learning theory which facilitated the learning environments for the students. The learning environment utilized a student-centered approach and used interactive learning environment with in-class discussion, handouts and electronic voting system handsets. For evaluation of the lecture, formative assessment was made with in-class discussions and poll questions which were introduced during and after the lecture. The whole approach showed to be effective in creating a learning environment to the students who were able to apply the concepts addressed to their individual research projects

Automatic-test-ACF: a new evaluation tool based on automatic correction filters

This paper presents the results obtained with regard to the evaluation process in Web-Based Learning Systems. It shows the design of Automatic- Test-ACF in detail, an evaluation management system with Automatic Correction Filters that can be included as a complementary module in a Learning Management System. The purpose of this approach is to develop a tool to help teachers in student follow-up and evaluation, aiming at reducing course drop out and adjusting the number of students / number of tutors ratio. The design achieved is the result of several research projects that include the development of a prototype and its assessment in field experiments.Presentado en el VIII Workshop Tecnología Informática aplicada en Educación (WTIAE)Red de Universidades con Carreras en Informática (RedUNCI