The effect of modular acoustics on a performer's perception in multi-use (symphonic and operatic) concert halls

Thesis (S.B.)--Massachusetts Institute of Technology, Dept. of Mechanical Engineering, 2005.Includes bibliographical references (p. 34).This thesis studies the varying degrees in a performer' s perception of the difference in the adjustable acoustics of a specific performance hall, namely, what is the difference between the opinions of instrumentalists and vocal musicians? Reverberation times in the Rogers Center auditorium in Andover, MA were taken onstage with the hall's acoustical curtains either hidden or exposed. Performers in the school musical and in a local symphony group were given surveys after doing two rehearsals in the hall, one in each configuration. The results from the reverberation time measurements show a clear difference between reverberation times perceived onstage. Performer surveys, however, show that neither group of performers noticed a strong contrast between different configurations of the curtains. They did, however, respond strongly when acoustics were changed that affected reflective surfaces directly surrounding them.by Jennifer DeBoer.S.B

Teachers as Guides: The role of teachers in the facilitation of technology-mediated learning in an alternative education setting in western Kenya

In this study, we investigate the perception of teachers’ changing roles in a class utilizing tablet technology and a mobile learning platform. Deploying educational technology has been shown to shift students’ perception of the role played by their teacher. At the same time, the teachers also experience the need for change in their teaching style to integrate this technology. It is important to identify shifts in students’ and teachers’ understandings in order to achieve the potential of the technology’s affordance. Therefore, we seek to understand the change in teachers’ perceived roles in a technology-mediated learning environment by asking three key questions: 1.) How have students’ perceptions changed of the role of teachers after the integration of technology? 2.) How have teachers’ perceptions of their own roles changed as they deploy these learning technologies? 3.) What are the efforts/strategies used by teachers to adapt to the integration of technology in their classroom

Predictors of Students’ Achievement in a Blended Learning Course

Massive Open Online Courses (MOOCs) have been at the center of media attention and hyperbole since 2012. Physics I: Classical Mechanics was a physics course offered by an elite private university in the northeastern United States in the fall of 2014. This course was offered in a blended learning format using a MOOC platform. There were 476 students enrolled in the course, but only 266 of them completed the course. In order to better understand the behavior and academic performance of students in this course, several mathematical models were used to examine the relationship between their grades and their use of the course materials. More specifically, the focus of this paper is the relationship between students’ online problem checking behaviors for questions that required handwritten solutions and their academic performance in the course. All of the data comprising students’ behaviors on the MITx platform are available as a “click stream” log of every action taken by each individual. Several mathematical models were used to create features describing these behavior patterns, and all of these features together were used to build a regression tree, which predicted students’ academic achievement. The results from this model indicated that students who checked their answers more frequently generally received better grades on average. Moreover, students who had more interaction with course materials generally had higher average grades than those who interacted with the platform less. Results also indicated that the group of students whose last problem check was correct received better grades than the other group whose last problem check was not correct. The group of students who started to do the homework earlier in the week also received better grades. The results of this paper are going to help the instructor to build better course outlines and provide students more useful instructions to achieve better grades

Students Becoming Supervisors: Student Transformation during a Cross-National, Collaborative Community Engineering Project

The Tumaini Innovation Center in Eldoret, Kenya, is an alternative primary and vocational school for former street youth. The DeBoer Lab at Purdue has partnered with Tumaini for the last five years to develop and support integrated engineering activities for the students, which apply their learning to solve problems in their own communities. A Purdue Service Learning Grant project started in November 2018 resulted in the construction of a community gym at Tumaini. A low-cost custom made gym was designed by a team of doctoral and undergraduate students at Purdue in collaboration with Tumaini. In addition to the design and implementation, the project was integrated as a learning opportunity for the Tumaini students. The students were taught 3D modeling principles and prototyping, culminating in teams of students testing the gym equipment they have modeled using a 3D printer. The final implementation integrated the welding and machining skills they are learning, along with the engineering design process and modeling skills. During the final implementation process, three students were involved as welders overseen by a locally appointed technician by the center. As the implementation progressed, one of the students exhibited higher engineering and leadership skills, growing to the role of supervising the project. In this research study, we investigate the experiences of the student leaders at Purdue and Tumaini in their transformation, and how they applied the engineering knowledge in practice. The main factors that led the Purdue and Tumaini student to take on a leadership role were to gain experience in the field, to demonstrate their ability, and the level of self-confidence and the confidence that their mentors had in the

Work in Progress: Rigorously Assessing the Anecdotal Evidence of Increased Student Persistence in an Active, Blended, and Collaborative Mechanical Engineering Environment

This work in progress describes an ongoing study of an active, blended, and collaborative (ABC) course environment used in a core mechanical engineering course. This course has built on the growing body of literature citing active learning (Freeman et al., 2014), blended structures (Bowen & Ithaka, 2012), and collaborative engagement (Jeong & Chi, 2007) as positive influences on college and university science, technology, engineering, and math (STEM) outcomes. For the last six years, “Dynamics”, a core mechanical engineering course at a large public university, has utilized in-class activities, frequently-watched problem-solving videos, and a collaborative blog space to realize an ABC environment. On one key metric of course success, the rate of students who drop, fail, or withdraw from (DFW), the course has experienced near-constant improvements since the ABC structures were introduced. In this study, the authors utilize rigorous longitudinal methods to determine whether this drop in DFW rates can be directly attributed to increased implementation of ABC features. The authors hypothesize that as instructors become accustomed to the ABC environment and increase the level of in-class activity, use of blended resources, and collaboration, the likelihood of DFW in each subsequent year would drop. However, in the same time period, each subsequent class entered with higher levels of performance on proxy measures for prior knowledge. We therefore build a logistic regression model to predict individual-level DFW and determine whether the anecdotal drops in DFW that we observe can be attributed to the expansion of the ABC environment. More specifically, we predict likelihood of DFW based on students’ prior knowledge (grade in the preceding course, SAT math score), key demographics (gender, race/ethnicity), the semester and year they took Dynamics, their instructor, their year in school, and their major. We test for year fixed effects {year_t, t = 1, 2, ..., 7} to determine whether odds ratios for DFW consistently and significantly decrease over time. We also test for instructor effects, in particular for differences between the instructors who were involved in the design and development of the ABC environment and more independent instructors who only partially implemented the ABC course components. We anticipate results that will provide more rigorous, less biased, and efficient estimates for the individual- and class-level components that explain variance in DFW rates. These results would provide immediate implications for the next phase of our work, as we assess the next on-term implementation of the course in 2016. Our findings would also have long-term significance for other classes in mechanical engineering and related disciplines and for classes at other institutions that are considering implementing a comprehensive ABC learning environment

LOCALIZER: subcellular localization prediction of both plant and effector proteins in the plant cell

Pathogens secrete effector proteins and many operate inside plant cells to enable infection. Some effectors have been found to enter subcellular compartments by mimicking host targeting sequences. Although many computational methods exist to predict plant protein subcellular localization, they perform poorly for effectors. We introduce LOCALIZER for predicting plant and effector protein localization to chloroplasts, mitochondria, and nuclei. LOCALIZER shows greater prediction accuracy for chloroplast and mitochondrial targeting compared to other methods for 652 plant proteins. For 107 eukaryotic effectors, LOCALIZER outperforms other methods and predicts a previously unrecognized chloroplast transit peptide for the ToxA effector, which we show translocates into tobacco chloroplasts. Secretome-wide predictions and confocal microscopy reveal that rust fungi might have evolved multiple effectors that target chloroplasts or nuclei. LOCALIZER is the first method for predicting effector localisation in plants and is a valuable tool for prioritizing effector candidates for functional investigations. LOCALIZER is available at http://localizer.csiro.au/.JS is supported by an OCE Postdoctoral Fellowship

Analyzing an Abbreviated Dynamics Concept Inventory and Its Role as an Instrument for Assessing Emergent Learning Pedagogies

The Dynamics Concept Inventory (DCI) is a validated assessment tool commonly used to evaluate student growth within core, gateway-level mechanics courses. This research explored the evaluative use of this tool within the context of Freeform – an emergent course system that buttresses active class meetings with blended and collaborative virtual learning environments, themselves founded upon extensive multimedia content and interactive forums – at Purdue University. The paper specifically considers a number of related issues including: (i) the thoughtful development (via expert content validation) and statistical reliability of an abbreviated DCI instrument, which is more amenable to in-class implementation than the much longer full DCI; (ii) the correlation of abbreviated-DCI performance with exam scores and final course grades for a dynamics course using the Freeform framework with an emphasis on both conceptual understanding and traditional problem-solving skills; and (iii) various inter-section performance metrics in a preliminary study on how an implementation of the abbreviated-DCI may help elucidate the impact of the instructor within the Freeform framework. The results of these analyses supported the validity and reliability of the abbreviated DCI tool, and demonstrated its usefulness in a formal research setting. The preliminary study suggested that the Freeform framework might normalize differences in instructor pedagogical choices and student performance across class sections. These findings indicate that the abbreviated DCI holds promise as a research instrument and lay the groundwork for future inquiry into the impact of the Freeform instructional framework on students and instructors alike

Transforming a Dynamics Course to an Active, Blended, and Collaborative Format: Focus on the Faculty

Mechanical engineering programs are increasingly applying educational research by transforming courses to be more interactive and to use a blend of online and face-to-face materials. However, the process of an existing course adopting these new practices is not well studied, and even less is understood about the faculty experience from on-boarding to delivery of a new curriculum or pedagogy. In this study, we follow the translation of an active, blended, and collaborative (ABC) curriculum for a core dynamics course from a large public university (where the ABC curriculum was developed) to a small private university. We use interpretive phenomenology to focus on the lived experience of the instructor newly implementing these course materials, format, and pedagogical approach. Specifically, we address the following research questions: (1) What is the lived experience of a mechanical engineering instructor at a different institution as she adopts and adapts the provided materials and format? (2) How does the experience of this instructor evolve throughout the semester? We use rich qualitative data to understand the experience of the instructor, who taught this course in its prior format and, in Fall 2015, taught the “off-term” core dynamics course via the new ABC structure. Through weekly reflection prompts, pre- and post-semester interviews, and supplementary process data (e.g., notes of weekly meetings between the new implementer and ABC team at the large public university), we describe and characterize the multi-faceted instructor experience. This includes her experience learning about the curriculum and online tools, implementing the class and adjusting her teaching practices, and assessing her students’ engagement with the course and understanding of dynamics concepts. Our findings suggest further areas of inquiry for studies of faculty practices around curriculum adoption, including probing opportunities for cross-institutional collaborations to share materials and transform courses, interrogating variation in mechanical engineering department and student cultures, and studying sources of faculty development and support throughout the course transformation process

Identifying the needs of brain tumor patients and their caregivers

The purpose of this study is to identify the needs of brain tumor patients and their caregivers to provide improved health services to these populations. Two different questionnaires were designed for patients and caregivers. Both questionnaires contained questions pertaining to three realms: disease symptoms/treatment, health care provider, daily living/finances. The caregivers’ questionnaires contained an additional domain on emotional needs. Each question was evaluated for the degree of importance and satisfaction. Exploratory analyses determined whether baseline characteristics affect responder importance or satisfaction. Also, areas of high agreement/disagreement in satisfaction between the participating patient-caregiver pairs were identified. Questions for which >50% of the patients and caregivers thought were “very important” but >30% were dissatisfied include: understanding the cause of brain tumors, dealing with patients’ lower energy, identifying healthful foods and activities for patients, telephone access to health care providers, information on medical insurance coverage, and support from their employer. In the emotional realm, caregivers identified 9 out of 10 items as important but need further improvement. Areas of high disagreement in satisfaction between participating patient-caregiver pairs include: getting help with household chores (P value = 0.006) and finding time for personal needs (P value < 0.001). This study provides insights into areas to improve services for brain tumor patients and their caregivers. The caregivers’ highest amount of burden is placed on their emotional needs, emphasizing the importance of providing appropriate medical and psychosocial support for caregivers to cope with emotional difficulties they face during the patients’ treatment process