Ridvan BOZKURT

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INTRODUCTION TO ENGINEERING IE 101 ATILIM
UNIVERSITY FACULTY OF ENGINEERING DEPARTMENT OF
INDUSTRIAL ENGINEERING 2009 2010 FALL SEMESTER

• Ridvan BOZKURT

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THE ROLE OF THE UNIVERSITY

• Making Effective Use of the Class Time
• Lectures
• Lectures with student partipication (active
  lectures)
• Tutorials, seminars or laboratories
• to communicate relevant information and to
  facilitate learning

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1. Lectures

• Most common of all instructional methods used at
  universities
• Very little interaction between the instructor
  and the audience
• Instructor spends most of the time presenting the
  course material by means of a variety of methods

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Lecturescomplaints

• The instructor writes/talks too fast
• By the time, Ive thougth nothing, we have moved
  onto the next thing
• All I do is write, Im not learning anything
• The class is too big, some people are really
  noisy and I cant concentrate
• The class is really boring
• I find it hard to concentrate after the first 10
  minutes

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Lectureswhat to expect from a lecture

• In preparing and delivering a lecture, most
  instructors will do the following
• Consult several different sources of information,
  extract what is most relevant and present the
  extracted information in the most clear, concise
  and understandable way possible

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Lectureswhat to expect from a lecture

• Ensure that sufficient material has been covered
  to allow you to solve all assigned problems
  likely to be asked in course examinations
• Present explanations and illustrative examples of
  relevant methods and techniques
• Indicate standards required and expected in
  assignments and course examinations

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Lectureswhat to expect from a lecture

• Suggest relevant, targeted practice material
• Inform you any information pertinent to the
  course or the examinations
• think of a lecture as a source of raw materials
  (relevant material) to be processed (learned) by
  you, in your own time and at your own place

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Lecturesyour role in a lecture

• To gather as much as information as possible
• Concentrate on effective note taking
• Try to write down everything the instructor
  writes
• Take note of anything she/he says
• Go to the lecture, instructor is there for your
  benefit

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Lecturesyour role in a lecture

• Arrive prepared
• Arrive ready and willing to work
• Reread, rewrite and review
• Ask questions at the right time

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Lectures1- Arrive prepared

• Have read all the assigned material before coming
  to class
• The lecture provides only part of information you
  need
• Your responsibility is to find the remainder of
  the information by ensuring that you read all the
  supplementary materials

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Lectures2- Arrive ready and willing to work

• Choose a seat free from distractions
• Stay away from students who choose to do anything
  than work during the lecture
• Some students sleep, read newspapers, or talk
  with the person sitting next to them.
• WASTE OF TIME, EFFORT AND MONEY
• DO NOT FORGET, THE LECTURE IS FOR YOU, NOT FOR
  THE INSTRUCTOR.

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Lectures3- Reread, rewrite and review

• Within 24 hours of the lecture, reread your
  notes, rewrite any sections that are unclear and
  make notes of the things you do not understand
• If necessary, see the instructor for
  clarification and ask any questions arising from
  the lecture

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Lectures4- Ask questions at the right time

• The end of the lecture is usually not the best
  time to ask questions
• Save all your questions for one weekly
  appointment and use the information you receive
  to fine tune the weeks lecture notes.

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2. Lectures with student partipication (Active
Lectures)

• Format covers the material by using a combination
  of lectures, discussions and question and answer
  sessions
• Questions addresses either to the group or
  individual
• The material is generally presented at a slower
  pace with the time taken for reflection and
  discussion

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2. Lectures with student partipication (Active
Lectures)

• Lecture component decreases, discussion and
  partipication component increases
• Learning often comes during class
• You should be prepared to answer and to ask
  questions

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2. Lectures with student partipication (Active
Lectures)

• Where did we go wrong in the previous step?
• Write down two suggestions as to how we might
  overcome this difficulty.
• Write down five physical, everyday examples that
  make use of this result.
• Complete this example and interprete the results.

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2. Lectures with student partipication (Your role)

• Instructor encourages you to think about the
  ideas and concepts under discussion
• Learning is facilitated in classroom
• You and instructor are partners
• PARTICIPATE, PARTICIPATE, PARTICIPATE

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2. Lectures with student partipication (Your role)

• Once you work as part of a group, dont simply
  rely on the other group members. SPEAK UP..
• Review the material before the lecture and
  anticipate questions ahead of time.

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3. Tutorials, Seminars or Labs

• The most effective way to learn anything through
  one to one instruction
• To reinforce lecture material with solved
  examples, practice problems and discussions or
  active partipication

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3. Tutorials, Seminars or Labs

• To provide an opportunity for you to ask
  questions and discuss points made in lectures
• To provide hands on experience with the
  application of engineering to real world problems

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3. Tutorials, Seminars or Labs

• To conduct experimental work to support theory
  discussed in class
• To discuss supplementary course materials or to
  provide hands on experience with software
  packages and their use in related area of study
  and work

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3. Tutorials, Seminars or Labs

• Attempt each assigned problem, note any
  difficulties and make a list of specific
  questions for your instructor before going to the
  lab.
• The most effective engineering students think
  through each problem ahead of time in order to
  spend the majority of tutorial or lab time asking
  questions
• EDUCATION IS EXPENSIVE AND SHOULD BE USED WISELY

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Making effective use of your instructor

• Your instructors time
• Teaching
• Research
• Service

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Making effective use of your instructor

• Teaching
• Undergraduategraduate classroom teaching, course
  development, supervision of related labs,
  tutorials and seminars
• Supervise student projects and thesis

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Making effective use of your instructor

• Research
• Publishing papers in scholary journals
• Supervising graduate students
• Presenting results at conferences
• Applying for research grants to support current
  and future research

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Making effective use of your instructor

• Service
• Asked to advise government departments,
  industrial and professional boards and community
  organizations
• Actively involved in the operations of their own
  particular department or faculty academic
  planning staff selection and curriculum
  development

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Making effective use of your instructor

• Advising Instructors use their knowledge and
  experience to advise students in both academic
  and nonacademic aspects of a university education

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Making effective use of your instructor

• Career Counselling They have many contacts in
  industry, government and the other organizations
• Professional References They will also help you
  obtain employment, scholarship or membership by
  agreeing to write you letters of reference or
  recommendations

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Making effective use of your instructor

• Your instructor may not always be available to
  answer questions
• To guarantee time for questions, most professors
  will assign office hours to a particular course

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GUIDELINES TO FOLLOW TO GET HELP FROM YOUR
INSTRUCTOR

• Arrive on time (preferably not at the last
  minute)
• Arrive prepared and organized
• Prepare a list of questions beforehand and if
  necessary bring any required material
• Keep your questions targeted and focused

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GUIDELINES TO FOLLOW TO GET HELP FROM YOUR
INSTRUCTOR

• If you intend to ask a question about a
  particular problem, bring your work so far that
  is have a clear and methodical written account of
  your attempt at the problem, indicating where you
  got stuck and what method or argument you used to
  arrive this point

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GUIDELINES TO FOLLOW TO GET HELP FROM YOUR
INSTRUCTOR

• Be professional, polite and courteous at all
  times
• Ask or encourage your instructor to write down
  any help or explanation. That way you have a
  record of your visit and later you will have an
  opportunity to review what was said

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GUIDELINES TO FOLLOW TO GET HELP FROM YOUR
INSTRUCTOR

• ENGINEERING IS A WRITTEN LANGUAGE, WE REMEMBER
  VERY LITTLE OF SPOKEN EXPLANATION
• Make use of any teaching assistants assigned to a
  particular course

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GUIDELINES TO FOLLOW TO GET HELP FROM YOUR
INSTRUCTOR (dont)

• Show up outside of office hours or prearranged
  appointments
• Ask unfocused, general questions such as How do
  I do Problem 3 of the assignment? This gives the
  impression you wish the instructor to do your
  work for you!

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GUIDELINES TO FOLLOW TO GET HELP FROM YOUR
INSTRUCTOR (dont)

• Ask for help on a problem that you have not
  thought about
• Argue with the professor, instead, maintain a
  good working relationship with him or her.
• Be afraid to ask as many questions as you need to
  ask

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WHY TAKE NON-TECHNICAL ELECTIVE COURSES?

• As an engineer, you will often face complex
  situations involving sociological, political and
  economic factors as well as the usual
  technicaltechnological challanges

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WHY TAKE NON-TECHNICAL ELECTIVE COURSES?

• You must recognize the importance of the human
  aspects of engineering
• Humanities
• Social sciences
• Arts
• Law
• Languages
• Business administration

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CAMPUS RESOURCES

• Campus libraries
• Have a unique atmosphere that is highly conducive
  to learnning and free from unwanted noise and
  distractions
• Open early and close late

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CAMPUS RESOURCES

• Student Health Services
• Offer health care services to students

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Learning in the University Environment

• Aim is to help you make the transition from
  dependent learning to independent learning

TAKE RESPONSIBILITY OF YOUR OWN LEARNING
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Learning styles

• Visual learners
• Verbal learners
• Sensing learners
• Intuitive learners
• Active learners
• Reflective learners

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Learning styles 1. Visual learners

• Learn more effectively through the use of
• demonstrations,
• pictures,
• graphs,
• sketches and
• similar visual representations

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Learning styles 2. Verbal learners

• Respond more to the written or spoken work.
• They like to read about things or hear
  explanations from an expert.

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Learning styles 3. Sensing learners

• Focused on things that can be sensedwhat is
  seen, heard or touched.
• They like facts and data, the real world and
  above all, releavance.
• Patient with details and enjoy solving problems
  by standard methods.

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Learning styles 4. Intuitive learners

• Dreamers, prefer ideas, possibilities, theories
  and abstractions, miss details, make careless
  mistakes and often do not check their work.

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Learning styles 5. Active learners

• Tend to process information while doing
  something active.
• Think out loud, try things out, prefer group
  work and learn by doing.

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Learning styles 6. Reflective learners

• Think to themselves, prefer working alone and
  want to understand or think things through before
  attempting to do anything for themselves.

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Learning styles

• Most instructors tend to teach
• Verbally (lectures, slides, chalkboard,
  textbooks)
• Intuitively (using words, mathematics and theory)
• Passively (nonactively, without student
  partipication)

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Learning styles

• Most students tend to be
• Visual (learning most from demonstrations,
  pictures, diagrams, sketches, graphs)
• Sensing (learning from practical, real world
  applications, relevant examples, worked out
  examples, facts and data, not just theory)
• Active (learning most by discussing, thinking out
  loud, working in groups, collaborating and
  experimenting)

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If your learning style doesnt match the
professors teaching style

• Dont label the professor as a bad teacher and
  dont blame him/her for all your problems. You
  are responsible for your learning.

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If your learning style doesnt match the
professors teaching style

• Find out what you need to make the course
  material more compatible with your particular
  learning style. More pictures, more
  demonstrations, more worked out examples, more
  real world applications, more theory, more
  formulas, more corresponding experience?

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If your learning style doesnt match the
professors teaching style

• Talk to your professor about the difficulties you
  are experiencing. You might ask the professor to
• Add more worked out examples
• Illustrate important concepts with real world
  applications
• Suggest any additional resources

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If your learning style doesnt match the
professors teaching style

• Talk, discuss and collaborate with people who are
  likely to know what you need to know. Sometimes
  an alternative application delivered from a
  different point of view will make things clearer

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If your learning style doesnt match the
professors teaching style

• Consult sources that will supplement or provide
  alternative explanations of information from the
  lectures (other textbooks, journal articles,
  videos, CD-ROMs, etc)

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Group Work Collaborative Learning

• Group work provides the opportunity for
  collaborative learning
• By arranging students into groups, they take the
  advantage of learning together and from each
  other.

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Group Work Collaborative Learning

• You are practicing good, solid principles of
  collaborative learning
• Questions and problems are being answered within
  the group through discussion, the exchange of
  ideas and brainstorming

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Group Work Collaborative Learning

• When you work alone and get stuck on something,
  you may be tempted to give up when you are
  working in a group, someone usually can find a
  way over the hurdle so the work can proceed.

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Group Work Collaborative Learning

• Group work also exposes you to alternative ways
  to solve problems that may be more effective or
  efficient then your way.
• Students teach one another in group work

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Group Work Collaborative Learning
TEACHING SOMETHING IS PROBABLY THE MOST
EFFECTIVE WAY TO LEARN IT
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Some Ideas for making Collaborative Learning
effective

• Work in a groups of three to four
• Outline problem solutions by yourself first (an
  effective way to work on a set of problems is to
  outline the solution to every problem yourself
  without doing detailed calculations, then work
  out the complete solutions in the group)

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Some Ideas for making Collaborative Learning
effective

• Make sure everyone understands every solution
  (Having the group members particularly the
  weaker ones- go through the explanations before
  ending the session is a good way to make sure
  that the session has achieved its objectives)

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Group Work Collaborative Learning

• Group work keeps you motivated
• You are sitting in silence, trying to learn
  material from a book or from notes taken during a
  lecture.
• It is very easy to lose interest
• It is easy to become bored and to give up

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Group Work Collaborative Learning

• THIS IS NOT TO SAY THAT LEARNING BY YOURSELF
  SHOULD BE AVOIDED, IT IS AN ESSENTIAL COMPONENT
  OF AN EFFECTIVE LEARNING STYLE
• Group work contribute to that variety by
  providing a constant source of fresh ideas, new
  approaches and motivation

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Group Work Collaborative Learning

• People are the greatest motivators of others
• As part of a group, you associate with people who
  have the same goals, aspirations, hopes and
  objectives as you

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Group Work Collaborative Learning

• There is a synergy that comes from trying to
  achieve a common purpose
• You dont feel isolated and you have technical
  and psychological support of the other group
  members

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Group Work Collaborative Learning

• Group work prepares you for teamwork
• Group work requires that every member of the
  group should understand all parts of the problem
  and/or solution fully
• Teamwork often means that each member of the team
  takes on a specific task

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Group Work Collaborative Learning

• Team members usually span a wide range of
  expertise
• You must learn to communicate and explain your
  ideas to others
• You must develop the ability to discuss and
  demonstrate your work
• You must be ready to listen to and appreciate the
  input of other team members

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Group Study

• You are told to complete
• Assignments
• Projects
• Term papers
• Examinations
• on your own

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Group Study

• Information gathering
• Putting things together

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Group Study 1. Information gathering

• Attending lectures and labs, making up for any
  mismatches in teaching and learning sytles
• Consulting textbooks and references as required
• Using the internet
• Working as part of a group

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Group Study 1. Information gathering

• Completing all your assignments
• Making effective use of your professors and other
  sources of help
• Brainstorming with fellow students

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Group Study 1. Information gathering

• You should
• Discuss
• Formulate and
• Collaborate with fellow students on any aspects
  of your work
• Feel free to share thoughts and ideas

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Group Study 1. Information gathering

• BRAINSTORMING
• A process by which a group of students generate
  ideas, suggestions and solutions to problems of
  common interests, out loud in the group
  environment

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Group Study 1. Information gathering

• Organize a group of four to six people
• Identify a topic or problem to be solved or
  discussed
• Generate as many ideas as possible. Each member
  of the group should contribute at least one idea

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Group Study 1. Information gathering

• Record all ideas, preferably on something
  everyone can view easily at the same time, such
  as a blackboard or flipchart
• Continue generating ideas until the group has
  exhausted all possibilities

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Group Study 1. Information gathering

• Discuss and clarify each idea on the list until
  you identify the most promising idea or strategy

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Group Study 1. Information gathering

• Set a time limit
• Accept and record all ideas
• Allow people to miss a turn
• Do not comment on ideas as they are being
  generated

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Group Study 2. Putting things together

• Assembling the pieces of puzzle
• Organize and collate all your information
• Understand and explain the information to
  yourself (as if you are teaching yourself)
• Take detailed and comprehensive notes
• Produced a finished piece of work (assignments,
  projects, term papers etc) in your own words

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Getting involved in Student Organizations

• getting involved in different student
  organizations was one of the best decisions I
  made as a first year engneering student. Not only
  did I make lots of new friends I discovered my
  main strenghts and weaknesses and learned more
  about who I was

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Getting involved in Student Organizations

• You make new friends
• You achieve balance in your life (no one studies
  at all the time)
• You become more marketable to employers
• You discover your strengths and weaknesses

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Getting involved in Student Organizations

• You discover and improve special interests
  abilities
• You get the chance to serve on communities and
  student government and contribute to student life

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Improving your skills

• Develop your ability to work effectively in
  groups study groups, project groups and any
  other groups
• Develop your abilities in problem solving
• Learn how to communicate effectively with
  different people

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Improving your skills

• Learn how to set and achieve appropriate goals
• Learn how to manage your time plan ahead and
  organize your resources in the most effective way
• Form collaborative learning networks

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Ethics and code of student behaviour

• engineering ethics is concerned with what is
  morally right, what is morally wrong and how
  engineers should behave in situations when it is
  not easy to decide what is right and what is wrong

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Situations in which you may find yourself facing
an ethical dilemna

• Youve worked hard on your assignment. One
  question remains. You struggle for hours, but
  cant seem to solve it. The next day, one of your
  friends offer her solution for you to copy.

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Situations in which you may find yourself facing
an ethical dilemna

• In an open book examination, you notice that you
  inadvertently left a copy of solutions to a
  practice test in the textbook. Two of the
  questions appearing in the practice test, also
  appears in the present examinations.

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Situations in which you may find yourself facing
an ethical dilemna

• Your best friend tells you that he has been sick
  the last few days and hasnt had time to finish
  the assignment and asks if would you let him copy
  yours.

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Situations in which you may find yourself facing
an ethical dilemna

• During an examination, the person next to you,
  drops his eraser and while retrieving it, asks
  you to tell him which method to use for Problem 5.

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Situations in which you may find yourself facing
an ethical dilemna

• Your professor has just returned completed your
  midterm examination. She then asks you to fill
  out the mandatory teaching evaluation form,
  requesting your opinions on her performance as a
  teacher.

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Situations in which you may find yourself facing
an ethical dilemna

• You notice one student changing his (already)
  graded solution to an examination question as the
  professor reviews the examination in class. This
  student then asks for and gets five extra points
  from the professor omitted to grade that part of
  solution. This now puts you in second place in
  the class behind the same student.

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Situations in which you may find yourself facing
an ethical dilemna

• A fellow student is binge drinking on weekends
  and is responsible for making final adjustments
  to the Future Car Project in which you are a
  participant. In the interest of her safety and
  that of the driver, do you turn her in somehow?

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Situations in which you may find yourself facing
an ethical dilemna

• In a recent examination, you discover that the
  professor incorrectly added the total number of
  points. You should have scored 11 less than
  indicated.

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Situations in which you may find yourself facing
an ethical dilemna

• The professor supervising the examination, has
  gone out of the room. Information that you badly
  need is only a short distance away in your bag on
  the floor.

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Situations in which you may find yourself facing
an ethical dilemna

• Your girl/boyfriend is also a classmate. She/he
  asks you to let her/him copy your assignments
• You dont have enough money for this months
  rent. You fing a wallet containing 500 TL.

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Situations in which you may find yourself facing
an ethical dilemna

• if you cheate on an examination, you may obtain
  a high score on the exam itself, but accurately
  does this score reflect your ability or what you
  have learned?

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FORBIDDEN ACTIONS

• Plugiarism intentionally claiming other peoples
  works or ideas as your own. Be particularly
  careful when you access or download material from
  the internet. You must give credit to the
  original author(s) by citing the appropriate
  references.

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FORBIDDEN ACTIONS

• Cheating
• Obtaining or attempting to obtain information
  from another student or unauthorized source, or
  giving or attempting to give information to
  another student, in the course of an examination.

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FORBIDDEN ACTIONS

• Cheating
• Representing or attempting to represent yourself
  as another person or having or attempting to have
  yourself presented by another person in the
  taking of an examination, preperation of a paper,
  or other similar activity.

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FORBIDDEN ACTIONS

• Cheating
• Changing a solution or answer on a paper or
  examination after it has been graded.

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FORBIDDEN ACTIONS

• Confidential materials
• Using or distributing any confidential academic
  material, such as upcoming examinations or
  laboratory results without prior consent of the
  instructor

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FORBIDDEN ACTIONS

• Fabrication
• Falsification of information in any academic
  exercise (paper, assignment, lab report, etc)