Can a five minute, three question survey foretell first-year engineering student performance and retention?

This research paper examines first-year student performance and retention within engineering. A considerable body of literature has reported factors influencing performance and retention, including high school GPA and SAT scores,1,2,3 gender,4 self-efficacy,1,5 social status,2,6,7 hobbies,4 and social integration.6,7 Although these factors can help explain and even partially predict student outcomes, they can be difficult to measure; typical survey instruments are lengthy and can be invasive of student privacy. To address this limitation, the present paper examines whether a much simpler survey can be used to understand student motivations and anticipate student outcomes. The survey was administered to 347 students in an introductory Engineering Graphics and Design course. At the beginning of the first day of class, students were given a three-question, open-ended questionnaire that asked: “In your own words, what do engineers do?”, “Why did you choose engineering?”, and “Was there any particular person or experience that influenced your decision?” Two investigators independently coded the responses, identifying dozens of codes for both motivations for pursuing engineering and understanding of what it is. Five hypotheses derived from Dweck’s mindset theory7 and others8,9 were tested to determine if particular codes were predictive of first-semester GPA or first-year retention in engineering. Codes that were positively and significantly associated with first-semester GPA included: explaining why engineers do engineering or how they do it, stating that engineers create ideas, visions, and theories, stating that engineers use math, science, physics or analysis, and expressing enjoyment of math and science, whereas expressing interest in specific technical applications or suggesting that engineers simplify and make life easier were negatively and significantly related to first-semester GPA. Codes positively and significantly associated with first-year retention in engineering included: stating that engineers use math or that engineers design or test things, expressing enjoyment of math, science, or problem solving, and indicating any influential person who is an engineer. Codes negatively and significantly associated with retention included: citing an extrinsic motivation for pursuing engineering, stating that they were motivated by hearing stories about engineering, and stating that parents or family pushed the student to become an engineer. Although many prior studies have suggested that student self-efficacy is related to retention,1,5 this study found that student interests were more strongly associated with retention. This finding is supported by Dweck’s mindset theory: students with a “growth” mindset (e.g., “I enjoy math”) would be expected to perform better and thus be retained at a higher rate than those with a “fixed” mindset (e.g., “I am good at math”).7 We were surprised that few students mentioned activities expressly designed to stimulate interest in engineering, such as robotics competitions and high school engineering classes. Rather, they cited general interests in math, problem solving, and creativity, as well as family influences, all factors that are challenging for the engineering education community to address. These findings demonstrate that relative to its ease of administration, a five minute survey can indeed help to anticipate student performance and retention. Its minimalism enables easy implementation in an introductory engineering course, where it serves not only as a research tool, but also as a pedagogical aid to help students and teacher discover student perceptions about engineering and customize the curriculum appropriately

Does choice of programming language affect student understanding of programming concepts in a first year engineering course?

Most undergraduate engineering curricula include computer programming to some degree,introducing a structured language such as C, or a computational system such as MATLAB, or both. Many of these curricula include programming in first year engineering courses, integrating the solution of simple engineering problems with an introduction to programming concepts. In line with this practice, Roger Williams University has included an introduction to programming as a part of the first year engineering curriculum for many years. However, recent industry and pedagogical trends have motivated the switch from a structured language (VBA) to a computational system (MATLAB). As a part of the pilot run of this change,the course instructors felt that it would be worthwhile to verify that changing the programming language did not negatively affect students’ ability to understand key programming concepts. In particular it was appropriate to explore students’ ability to translate word problems into computer programs containing inputs, decision statements, computational processes, and outputs. To test the hypothesis that programming language does not affect students’ ability to understand programming concepts, students from consecutive years were given the same homework assignment, with the first cohort using VBA and the second using MATLAB to solve the assignment. A rubric was developed which allowed the investigators to rate assignments independent of programming language. Results from this study indicate that there is not a significant impact of the change in programming language. These results suggest that the choice of programming language likely does not matter for student understanding of programming concepts. Course instructors should feel free to select programming language based on other factors, such as market demand, cost, or the availability of pedagogical resources

Architectural assessment of mass storage systems at GSFC

The topics are presented in viewgraph form and include the following: system functionality; characteristics; data sources; hardware/software systems; and performance assessments

Psychological and demographic predictors of cellular phone use of college students

The present study examined psychological and demographic predictors of cellular phone use of college students. The participants were 158 undergraduate students enrolled at a public university in the Southeastern United States. Each participant reported demographic information and completed the Coopersmith Self-Esteem Inventory, the Trait Scale of the State-Trait Anxiety Inventory, and the Cellular Telephone Inventory. Participants\u27 responses to the Cellular Telephone Inventory produced four measures of cellular phone use: daily phone use in minutes, instrumental use, emotional/social use, and problematic use. Multiple regression analyses were used to determine the degree to which a set of six predictor variables (self-esteem, trait anxiety, gender, age, class rank, and mileage from hometown) predicted each of the cellular phone use measures. The predictor variables accounted for 6% of the variance in daily phone use scores, 12% of the variance in the instrumental use scores, 26% of the variance in the emotional/social use scores, and 8% of the variance in the problematic use scores. The psychological variables of self-esteem and trait anxiety did not make a significant contribution to the prediction of any of the four cellular use measures; however, several demographic variables were significant predictors. Suggestions for future research on cellular phone use in the college population are discussed

Towards understanding the variability in biospheric CO2 fluxes:Using FTIR spectrometry and a chemical transport model to investigate the sources and sinks of carbonyl sulfide and its link to CO2

Understanding carbon dioxide (CO2) biospheric processes is of great importance because the terrestrial exchange drives the seasonal and interannual variability of CO2 in the atmosphere. Atmospheric inversions based on CO2 concentration measurements alone can only determine net biosphere fluxes, but not differentiate between photosynthesis (uptake) and respiration (production). Carbonyl sulfide (OCS) could provide an important additional constraint: it is also taken up by plants during photosynthesis but not emitted during respiration, and therefore is a potential means to differentiate between these processes. Solar absorption Fourier Transform InfraRed (FTIR) spectrometry allows for the retrievals of the atmospheric concentrations of both CO2 and OCS from measured solar absorption spectra. Here, we investigate co-located and quasi-simultaneous FTIR measurements of OCS and CO2 performed at five selected sites located in the Northern Hemisphere. These measurements are compared to simulations of OCS and CO2 using a chemical transport model (GEOS-Chem). The coupled biospheric fluxes of OCS and CO2 from the simple biosphere model (SiB) are used in the study. The CO2 simulation with SiB fluxes agrees with the measurements well, while the OCS simulation reproduced a weaker drawdown than FTIR measurements at selected sites, and a smaller latitudinal gradient in the Northern Hemisphere during growing season when comparing with HIPPO (HIAPER Pole-to-Pole Observations) data spanning both hemispheres. An offset in the timing of the seasonal cycle minimum between SiB simulation and measurements is also seen. Using OCS as a photosynthesis proxy can help to understand how the biospheric processes are reproduced in models and to further understand the carbon cycle in the real world

Magnetic field induced lattice anomaly inside the superconducting state of CeCoIn5_5: evidence of the proposed Fulde-Ferrell-Larkin-Ovchinnikov state

We report high magnetic field linear magnetostriction experiments on CeCoIn$_5$ single crystals. Two features are remarkable: (i) a sharp discontinuity in all the crystallographic axes associated with the upper superconducting critical field $B_{c2}$ that becomes less pronounced as the temperature increases; (ii) a distinctive second order-like feature observed only along the c-axis in the high field (10 T $\lesssim B \leq B_{c2}$) low temperature ($T \lesssim$ 0.35 K) region. This second order transition is observed only when the magnetic field lies within 20$^o$ of the ab-planes and there is no signature of it above $B_{c2}$, which raises questions regarding its interpretation as a field induced magnetically ordered phase. Good agreement with previous results suggests that this anomaly is related to the transition to the Fulde-Ferrel-Larkin-Ovchinnikov superconducting state.Comment: 3 figures, 5 page

Assessment of the Al–Fe–Ti system

The Al–Fe–Ti system has been assessed and the limiting binary systems are shortly reviewed. Based on a thorough review of the literature, isotherms at 800, 900, and 1000 °C have been re-evaluated and a provisional isotherm at 1200 °C is presented for the first time. The effect of alloying the binary phases with the third component is reviewed with regard to the ternary homogeneity ranges, crystallography, order/disorder transformations, and site occupancies. Of the variously reported ternary compounds only the existence of “Al2FeTi” (τ2) and “Al8FeTi3” (τ3) is confirmed. The occurrence of the phases τ2*, τ′2, and of a new stacking variant of TiAl is still under discussion, while the existence of the phases Fe2AlTi (τ1) and Fe25Al69Ti6 (X) is ruled out. The presented reaction scheme corroborates the isothermal sections and also a representation of the liquidus surface is given. Magnetic, electrical, thermochemical, atomistic and diffusion data for Al–Fe–Ti alloys are summarised and an overview about studies on modelling of phase equilibria and phase transformations is given

Molybdenum Disulfide Catalytic Coatings via Atomic Layer Deposition for Solar Hydrogen Production from Copper Gallium Diselenide Photocathodes

We demonstrate that applying atomic layer deposition-derived molybdenum disulfide (MoS2) catalytic coatings on copper gallium diselenide (CGSe) thin film absorbers can lead to efficient wide band gap photocathodes for photoelectrochemical hydrogen production. We have prepared a device that is free of precious metals, employing a CGSe absorber and a cadmium sulfide (CdS) buffer layer, a titanium dioxide (TiO2) interfacial layer, and a MoS2 catalytic layer. The resulting MoS2/TiO2/CdS/CGSe photocathode exhibits a photocurrent onset of +0.53 V vs RHE and a saturation photocurrent density of -10 mA cm-2, with stable operation for >5 h in acidic electrolyte. Spectroscopic investigations of this device architecture indicate that overlayer degradation occurs inhomogeneously, ultimately exposing the underlying CGSe absorber