Effectiveness of a Software-based Service-learning Project in First-year Seminar Course for Engineering Freshmen During the COVID-19 Pandemic
Notice bibliographique
Résumé
Abstract The Service-Learning Project (SLP) component in an introductory engineering freshmen course at the University requires that students complete an engineering project from inception to implementation during their first semester. The project requirements are derived from specific needs of a non-profit community organization. Under normal circumstances, the SLP activities would produce a physical product or working prototype that would be installed at a community site. In fall 2020, due to the COVID-19 pandemic, various cautionary measures and guidelines were put in place by the University to prevent spreads of the virus within the campus community. This hampered the normal ways of carrying out SLP activities in this course. Under these circumstances, in an effort to mitigate the impacts on SLP activities and the overall course delivery, after much deliberation among all instructors of the course for about 75 engineering freshmen, a simpler but still meaningful project concept was devised. The SLP project addresses the needs of an environmental non-governmental organization whose mission includes forging a partnership between the private sector and a state government's department responsible for the conservation and natural resources in one of the Great Lakes areas in order to enhance educational programming. More specifically, the partner organization operates a set of buoys in one of the Great Lakes and collects necessary environmental data. There has been a compelling need for the capability of processing and presenting in a more meaningful way the raw data collected over the past several years and also those coming in every day in an ongoing basis. In this Traditional Research paper, we present a software-based SLP to establish the needed capability of processing raw environmental sensor data from numerous buoys on the lake. The software-based project was intended to minimize physical contacts among students during design and implementation while achieving the typical objectives of service-learning projects. Using Microsoft Excel as a software platform to develop a graphical user interface (GUI) and data processing capability, we assess, via survey instruments and reflection essays, 1) the pros and cons of such a project as an SLP, 2) the effectiveness of teamwork in a partly virtual environment, 3) student awareness of environmental monitoring in a real-world situation, and 4) their perception on significance of the GUI development compared to traditional service-learning projects that are normally physically installed at community sites. We also assess the use of self-regulated learning (SRL) skills under the current circumstances and compare them with the assessment results previously reported in the literature.
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 | 0,004 | 0,002 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,001 |
| Études des sciences et des technologies | 0,001 | 0,000 |
| Communication savante | 0,001 | 0,001 |
| Science ouverte | 0,001 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,001 |
| 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 ».