Experimental Learning in Engineering

Active learning increases student performance in science, engineering, and mathematics

To test the hypothesis that lecturing maximizes learning and course performance, we metaanalyzed 225 studies that reported data on examination scores or failure rates when comparing student performance in undergraduate science, technology, engineering, and mathematics (STEM) courses under traditional lecturing versus active learning. The effect sizes indicate that on average, student performance on examinations and concept inventories increased by 0.47 SDs under active learning (n = 158 studies), and that the odds ratio for failing was 1.95 under traditional lecturing (n = 67 studies). These results indicate that average examination scores improved by about 6% in active learning sections, and that students in classes with traditional lecturing were 1.5 times more likely to fail than were students in classes with active learning. Heterogeneity analyses indicated that both results hold across the STEM disciplines, that active learning increases scores on concept inventories more than on course examinations, and that active learning appears effective across all class sizes--although the greatest effects are in small (n ≤ 50) classes. Trim and fill analyses and fail-safe n calculations suggest that the results are not due to publication bias. The results also appear robust to variation in the methodological rigor of the included studies, based on the quality of controls over student quality and instructor identity. This is the largest and most comprehensive metaanalysis of undergraduate STEM education published to date. The results raise questions about the continued use of traditional lecturing as a control in research studies, and support active learning as the preferred, empirically validated teaching practice in regular classrooms.

Advanced engineering electromagnetics

Time--Varying and Time--Harmonic Electromagnetic Fields. Electrical Properties of Matter. Wave Equation and Its Solutions. Wave Propagation and Polarization. Reflection and Transmission. Auxiliary Vector Potentials, Contruction of Solutions, and Radiation and Scattering Equations. Electromagnetic Theorems and Principles. Rectangular Cross--Section Waveguides and Cavities. Circular Cross--Section Waveguides and Cavities. Spherical Transmission Lines and Cavities. Scattering. Integral Equations and the Moment Method. Geometrical Theory of Diffraction. Greena s Functions. Appendices. Index.

Concrete Mathematics: A Foundation for Computer Science.

A Study of the Literature on Lab-Based Instruction in Biology

We analyzed the practitioner literature on lab-based instruction in biology in The American Biology Teacher between 2007 and 2012. We investigated what laboratory learning looks like in biology classrooms, what topics are addressed, what instructional methods and activities are described, and what is being learned about student outcomes. The practitioner literature reveals a focus on novel and innovative labs, and gaps in some biology topics. There is little description of student learning, but motivation and engagement are a primary concern of authors. There is little evidence of students addressing the nature of science in laboratories, and too few opportunities for authentic exploration of phenomena. We suggest that biology instruction can be strengthened by more rigorous practitioner research through increased professional collaboration between teachers and education researchers, increased focus on the synergy between content and teaching practice, and more rigor in reporting student outcomes.

Overview of Game and Content Design for a Mobile Game that will Prepare Students in Calculus and Physics Prerequisites to the Engineering Curriculum

As part of a research project which assists veterans as they exit the military, complete engineering degrees, and enter the workforce as engineering professionals, a range of serious games for Science, Technology, Engineering, and Mathematics (STEM) education is under development. The current focus of this development is CAPTIVATE, a serious game to assist student veterans in mastering the calculus and physics skills that are necessary prerequisites to the main engineering curriculum. Building on the development and lessons learned from MAVEN, a game developed previously to help student veterans master precalculus skills, the design and initial implementation for CAPTIVATE involves careful consideration regarding game and instructional design. Many of the positive aspects from the design of MAVEN will be implemented in CAPTIVATE. First, the overall framework developed for MAVEN will be reused in CAPTIVATE. This modular framework involves both a model and process that combine game, instructional, and software design in a way that supports adaptability throughout the design and development cycle. Additionally by embedding concepts in game play similar to well-known board games such as Battleship, computer games such as Minesweeper, and console or mobile games such as Guitar Hero, students will use their calculus and physics skills to complete tasks in a familiar environment. In addition, the game itself will consist of a series of sub-games each focusing on a topic that students traditionally struggle to understand. Furthermore, students will be offered access to learning resources and assessed regularly as they progress through the game. CAPTIVATE will also overcome some shortcomings from the previous development. While MAVEN was developed for desktop deployment, CAPTIVATE is targeted for deployment on a variety of mobile device including Apple and Android phones and tablets to engage students in interactive games that support their endeavor to build a solid foundation in mathematics and science topics. Additionally by creating games that are short and easily accessible, students will be able to engage with the material at a time and place convenient for them. The development of CAPTIVATE supports student veterans as they transition from the military to engineering degree programs and helps to accelerate them through their STEM prerequisite courses.

Immersive Virtual Labs for Enhancing In-Person and Online Education

of the Department for 9 years.Charles' research is primarily in experimental atomic, molecular and optical physics, but he also has ongoing research efforts in remote sensing in

Improving the Achievement of Learning Outcomes in Early Undergraduate Physics: A Case Study at a University in Ghana

Students’ performance in introductory physics at a university in Ghana was assessed over three academic years. The study covered two physics courses delivered to first-year students at the university. Two factors—access to tutorial sessions delivered outside of lecture times by teaching assistants and access to a formula sheet during the exams—were studied. The impact of the factors on students’ performance was studied by comparing student scores, item difficulty levels, point biserial correlation coefficients, and internal discrimination index for a set of questions that were common to all the exams. The effect of both factors was an increase in the item difficulty from 0.60 ± 0.09 for the control group to 0.63 ± 0.19 for the treatment group, while the effect of the formula sheet increased from 0.60 ± 0.16 to 0.64 ± 0.20. The point biserial correlation coefficient did not change for the study on the effect of the provision of formula sheets in examinations, but it was statistically significant for the group that had separate tutorial sessions. The findings suggest that more learning outcomes can be achieved using interactive teaching approaches and favouring the least amount of rote learning of physical formulae.

Technology integration in science classrooms: Empowering student teachers for improved physics teaching with simulations

This study employed a descriptive case study design to examine the integration of technology in science education, focusing on the professional development of student teachers in Ghana. Using the technological pedagogical and content knowledge (TPACK) framework as a theoretical lens, the study aimed to address the gaps in existing teacher education programs. Through a technology integration training workshop, the progress of four student teachers in developing their competencies for integrating technology into the teaching of high school physics using simulations was tracked and examined. Drawing on a combination of quantitative (survey) and qualitative data (focus group discussions, semi-structured interviews, observations, and lesson artefacts) sources, findings revealed that the student teachers improved their teaching with technology, which was evident in their developed TPACK, improved content knowledge and developed competencies in the exploration of Physics Education Technology simulation environments. These outcomes suggest a transformative shift in student teacher's teaching approaches, transitioning from a teacher-centered paradigm to a learner-centered one, particularly within the context of simulation environments. Despite initial challenges associated with insufficient content knowledge, establishment of relationships among physics content, teaching strategies and the identified affordances of the simulation environment as well as the shift from traditional to learner-centered approach, the study underscores the pivotal role played by the professional training arrangement implemented for the research.

An Application of Programmed Instruction to Laboratory Work in a Preliminary Physics Course

The physical sciences have received more than their fair share of attention from researchers in the field of educational technology. The new teaching aids and programmed instruction have been applied to both the theoretical and practical sides of all the major science subjects, but invariably these applications have concentrated on the communication of knowledge in the form of facts or procedures to the exclusion of the more subjective and attitudinal aspects of science training. This paper describes an experimental approach to the teaching of a practical physics course to the preliminary year students of a Ghanaian university. The whole course has been re‐orientated so that the practical work is approached in a somewhat unusual way in which particular emphasis is placed on ideas of accuracy. The student is led to develop an appreciation of the errors which occur in the taking of readings and in the calculation of results from those readings. The development of the course, in which extensive use is made of programmed instruction, is described and some of the problems involved in the programming of subjective material such as this are discussed. The results of pre‐ and post‐testing are presented, and gain scores are related to attitude scores as well as other achievement measures.