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You searched for +publisher:"Virginia Tech" +contributor:("Griffin, Odis H."). Showing records 1 – 2 of 2 total matches.

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Virginia Tech

1. Delgoshaei, Parhum. Design and Implementation of a Real-Time Environmental Monitoring Lab with Applications in Sustanibility Education.

Degree: PhD, Engineering Education, 2013, Virginia Tech

In this dissertation, the design, implementation, and educational applications of a real-time water and weather monitoring system, developed to enhance water sustainability education and research, are discussed. This unique system, called LabVIEW Enabled Watershed Assessment System (LEWAS), is a real- world extension of various data acquisition modules that were successfully implemented using LabVIEW into a freshman engineering course (Engineering Exploration, ENGE 1024) at Virginia Tech. The outdoor site location measures water quality and quantity data including flow rate, pH, dissolved oxygen, conductivity, and temperature  – as indicators of stream health - for an on-campus impaired stream in real-time. In addition, weather parameters (temperature, barometric pressure, relative humidity and precipitation) are measured at the LEWAS outdoor site. The measured parameters can be accessed by remote users in a real-time through a web-based interface for education and research. LEWAS is solar powered and uses the campus wireless network through a high-gain antenna to transmit data to remote clients in real-time. Its power budget consisting of consumption (14 W), electrical storage, and generation (80 W, peak) is balanced to enable 24/7 operation regardless of weather conditions. An embedded computer with low power consumption and modules for communicating and storing data are installed in the field and it is programmed to process measured environmental parameters to be delivered to remote users. This computer is programmed both using a field programmable gate array (FPGA, for low power consumption and robust operation) and traditional microprocessor programming (for more flexibility). The environmental sensors of the system are routinely calibrated using established procedures. A LEWAS Development Platform was established to develop and test the system and to train and mentor several undergraduate and graduate students who helped in its implementation. A number of design and implementation challenges were overcome including extending campus Internet access to a location not included on the network and integrating hardware and software from three different sensor manufacturers into a unified software platform accessible over the Internet. To study the educational applications of LEWAS, an observational study was conducted as the system was gradually introduced to students in ENGE 1024 between 2009 and 2011. Positive student attitudes on the role of LEWAS to enhance their environmental awareness informed an experimental design implemented to study the motivational outcomes associated with the system. Accordingly, appropriate educational interventions and a hands-on activity on the importance of environmental monitoring were developed for both control and experiment groups, with only the latter given access to LEWAS to retrieve the environmental parameters for the activity. An instrument was developed on the theoretical foundation of the expectancy value theory of motivation and was administered to control and… Advisors/Committee Members: Lohani, Vinod K. (committeechair), Griffin, Odis H. (committee member), Goff, Richard M. (committee member), Mahajan, Roop L. (committee member).

Subjects/Keywords: Real-time environmental monitoring; sensor systems; student motivation;  environmental sustainability; water pollution; wir?£aYàp6ÃE)@ß

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Delgoshaei, P. (2013). Design and Implementation of a Real-Time Environmental Monitoring Lab with Applications in Sustanibility Education. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/49674

Chicago Manual of Style (16th Edition):

Delgoshaei, Parhum. “Design and Implementation of a Real-Time Environmental Monitoring Lab with Applications in Sustanibility Education.” 2013. Doctoral Dissertation, Virginia Tech. Accessed July 23, 2019. http://hdl.handle.net/10919/49674.

MLA Handbook (7th Edition):

Delgoshaei, Parhum. “Design and Implementation of a Real-Time Environmental Monitoring Lab with Applications in Sustanibility Education.” 2013. Web. 23 Jul 2019.

Vancouver:

Delgoshaei P. Design and Implementation of a Real-Time Environmental Monitoring Lab with Applications in Sustanibility Education. [Internet] [Doctoral dissertation]. Virginia Tech; 2013. [cited 2019 Jul 23]. Available from: http://hdl.handle.net/10919/49674.

Council of Science Editors:

Delgoshaei P. Design and Implementation of a Real-Time Environmental Monitoring Lab with Applications in Sustanibility Education. [Doctoral Dissertation]. Virginia Tech; 2013. Available from: http://hdl.handle.net/10919/49674

2. Venters IV, Christopher Harry. Using Writing Assignments to Promote Conceptual Knowledge Development in Engineering Statics.

Degree: PhD, Engineering Education, 2015, Virginia Tech

Learning of threshold concepts in engineering science courses such as statics has traditionally been a difficult and critical juncture for engineering students. Research and other systematic efforts to improve the teaching of statics in recent years range widely, from development of courseware and assessment tools to experiential and other "hands-on" learning techniques. This dissertation reports the findings from a multi-year, dual-institution study investigating possible links between short writing assignments and conceptual knowledge development in statics courses. The theoretical framework of the study draws on elements from cognitive learning theory: expertise, procedural and conceptual knowledge development, and conceptual change. The way that students approach learning in statics with regard to procedural and conceptual knowledge is explored qualitatively, and the relationship between the writing assignments and conceptual knowledge development is examined using a mixed-methods approach. The results show that students approach learning in statics with varying emphasis placed on procedural and conceptual knowledge development and that a student's learning approach influences their perception of the written problems and the ways that they utilize them in learning. Thus, they provide evidence that the learning approach of students may be an important factor in the success of interventions designed to improve conceptual knowledge in statics. Increases in conceptual knowledge as a result of completing the written problems are also empirically supported though limited by problems with data collection. Areas for future work in light of these findings are identified. Advisors/Committee Members: McNair, Elizabeth D. (committeechair), Matusovich, Holly (committee member), Griffin, Odis H. (committee member), Hendricks, Scott L. (committee member), Paretti, Marie C. (committee member).

Subjects/Keywords: conceptual knowledge; procedural knowledge; statics; writing; writing to learn

…a large portion of engineering majors nationwide. At Virginia Tech, for example, statics… 

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Venters IV, C. H. (2015). Using Writing Assignments to Promote Conceptual Knowledge Development in Engineering Statics. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/51206

Chicago Manual of Style (16th Edition):

Venters IV, Christopher Harry. “Using Writing Assignments to Promote Conceptual Knowledge Development in Engineering Statics.” 2015. Doctoral Dissertation, Virginia Tech. Accessed July 23, 2019. http://hdl.handle.net/10919/51206.

MLA Handbook (7th Edition):

Venters IV, Christopher Harry. “Using Writing Assignments to Promote Conceptual Knowledge Development in Engineering Statics.” 2015. Web. 23 Jul 2019.

Vancouver:

Venters IV CH. Using Writing Assignments to Promote Conceptual Knowledge Development in Engineering Statics. [Internet] [Doctoral dissertation]. Virginia Tech; 2015. [cited 2019 Jul 23]. Available from: http://hdl.handle.net/10919/51206.

Council of Science Editors:

Venters IV CH. Using Writing Assignments to Promote Conceptual Knowledge Development in Engineering Statics. [Doctoral Dissertation]. Virginia Tech; 2015. Available from: http://hdl.handle.net/10919/51206

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