Freshman Engineering & Computer Science Program At Wright State University
Notice bibliographique
Résumé
Abstract NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract Freshman Engineering & Computer Science Program At Wright State University Blair A. Rowley and Tom L. Bazzoli College of Engineering & Computer Science Wright State University Dayton, OH 45435 Abstract The freshman program is designed to introduce engineering principles through hands-on experience, establish a sense of community, develop an understanding of how to be successful in studying engineering, and to foster collaboration among students through cooperative teaming. This paper presents an overview of the program that has evolved over the past six years. Introduction Six years ago the college committed to developing a freshman experience which would help in recruitment and retention. Initially it was designed on Drexel University’s freshman program 1. During the first two years enrollment was limited to approximately 60 students who exhibited high achievement in GPA and test scores. This was a three-quarter course taught by a number of professors from various college departments. Using this experience as a base, a full time director was appointed and the program was expanded the third year to include all entering freshmen except for those in the Biomedical Engineering Premedical Program. They were exempt as the freshman program could not be worked into their crowded curriculum. For the next two years the program was a three hour per quarter, two quarter course. It had a fall- winter, winter-spring structure. Each first quarter had one 2-hour lecture and two, 1-hour laboratories per week. The curriculum the first quarter had two teaming events, basics of engineering drawing, an introduction to instrumentation, resistive circuits involving Ohms and Kirchoff’s laws, and integrated circuits used for timers, flip-flops, counters, and an introduction to two of the college programs. In addition the students learned to use HTML to design their own web sites and MatLab and Excel to solve statistical problems involving normal distributions. The second quarter had one, 2-hour lecture and one, 1-hour laboratory, and one teaming event. The students were introduced to ethics and five more college programs with the labs designed and taught by the departments. The teaming event involved the construction and flying of a radio controlled, electrically powered, slow flying airplane. In addition they were introduced to the engineering use of mathematics involving algebra, calculus, and differential equations. The biggest surprise came from the engineering mathematics effort the second quarter. Our college mathematics committee had postulated that the students were capable of handling higher mathematics earlier than programmed using the normal sequence taught by the mathematics department. They encouraged the freshman program to introduce over a four week period enough mathematics to enable the students to work an oscillatory motion problem using differential equations. This was accomplished starting with static pressure and beam problems, then projectile motion and finally mass on a spring motion. The outcome was so positive that the Proceedings of the 2005 American Society for Engineering Educational Annual Conference & Exposition Copyright © 2005, American Society for Engineering Education
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».