This is the project I did: Summary:

This study seeks to provide a thorough evaluation of the functioning and research endeavors in the electronics projects and labs at the University of Jordan. (Jordan, n.d.) Assessing the laboratories' and projects' performance in terms of their contribution to knowledge, student learning results, research outputs, and alignment with industry expectations will be the main emphasis of the evaluation. The review's conclusions will offer perceptions and suggestions for improving the performance and research endeavors in the subject of electronics at the University of Jordan.

I. INTRODUCTION

In this research project, we are focusing on the electronics laboratories and projects at the University of Jordan. Our goal is to understand how electronic components are used by engineering students in their projects and to find ways to reduce electronic waste and its negative impact on the environment and human health.

First, let's talk about the University of Jordan. It is a well-known educational institution in Jordan that offers various engineering programmes. The university has special labs where students work with electronic components to learn and conduct research.

Electronic waste, also known as e-waste, is a big problem in our modern world. It refers to discarded electronic devices, parts, and equipment that are no longer useful. E-waste contains harmful materials like lead and mercury, which can be dangerous if not handled properly. When e-waste is not disposed of correctly, it can pollute the soil, water, and air, causing harm to the environment and our health. (Frazzoli, 2022)

One solution to tackle e-waste is reusing electronic components. This means taking functional parts from old devices or projects and using them in new applications. By reusing electronic components, we can extend their lifespan and reduce the need for new ones, which helps to minimize waste. It's a more sustainable approach to using and getting rid of electronic devices. (Gustavsson, 2017)

In this research project, we will evaluate how effective it is to collect, organize, refurbish, and reuse electronic components in the university's engineering projects. We will study the environmental impact of electronic waste generated by the labs and projects. We will also assess the benefits and challenges of implementing a system to reuse components. To evaluate this, we will monitor the collection and renewal process, measure the reduction in electronic waste, and gather feedback from students and faculty about the availability and quality of reused components.

III. DISCUSSION AND ANALYSIS

The research project focuses on evaluating the performance of electronic laboratories and projects at the University of Jordan. The primary objective is to collect comprehensive data on the use of electronic components in engineering students' projects during previous semesters. The goal is to propose an efficient solution that involves collecting, organizing, refurbishing and reusing commonly used electronic components in subsequent semesters. The ultimate goal is to mitigate the negative environmental and health impacts of e-waste by reducing its generation.

To start the project, we sought necessary approvals from the Departments of Computer Engineering, Microelectronics Engineering, and Power Systems Engineering, and reached out to department heads and faculty members at the University of Jordan. Two types of surveys were conducted - one targeting professors and department heads, and the other targeting students. These surveys included a set of questions related to the project.

We gave these surveys to 8 physicians, presidents, and 50 students, so here's a breakdown of the answers in percentage form:

The collected data was subjected to a rigorous analysis using appropriate statistical methods. This analysis allowed a thorough investigation of the information collected, which made it possible to identify major trends and patterns. Facilitate examination of response ratios and percentages, and highlight implications and insights from survey results. The analysis included both closed questions, which provided predetermined response choices, and open questions, which enabled participants to provide detailed feedback and suggestions.

To evaluate the reliability, accuracy, and relevance of the applied formatted questions against the applied open questions, we can analyze the data obtained from the surveys conducted with faculty members, department heads, and students. Reliability refers to the consistency and stability of the survey questions and the resulting data. In this case, the closed-ended formatted questions can be assessed for reliability by examining the consistency of responses. For example, in the faculty survey, the question "Have you faced any challenges managing electronic components in laboratories?" received a 50% "Yes" response and a 50% "No" response, indicating a balanced distribution of answers. This suggests that the question reliably captures the diverse experiences of the participants. Accuracy refers to the extent to which the survey questions measure what they are intended to measure. The closed-ended questions can be evaluated for accuracy by examining how well they align with the intended constructions. For instance, in the student survey, the question "Do you know the concept of reusing electronic components?" yielded an 80% "Familiar" response and a 20% "Uncommon" response. This indicates that the question accurately measures the level of familiarity with the concept among students. Relevance refers to the extent to which the survey questions are applicable and meaningful to the research objectives. Both the closed-ended formatted questions and the open questions can be assessed for relevance. The closed-ended questions were specifically designed to gather quantitative data on certain aspects, such as policies, awareness, and availability of reused electronic components. These questions are relevant as they directly contribute to addressing the objective research of assessing the current situation and identifying potential challenges or opportunities. The open-ended questions provide a qualitative dimension to the data by allowing participants to provide detailed feedback and suggestions. They are relevant in capturing the participants' insights and perspectives that may not have been captured by the closed-ended questions. For example, the open-ended question in the faculty survey, "What is the level of awareness among faculty members and students of the importance of reducing e-waste?" It enables participants to share their opinions and provide nuanced responses, which adds depth to the analysis. In summary, the reliability of the closed-ended formatted questions can be evaluated by examining the consistency of responses, the accuracy by assessing how well they measure the intended constructs, and the relevance by considering their alignment with the research objectives. The open-ended questions provide valuable qualitative data that adds depth and richness to the analysis, further enhancing the reliability, accuracy, and relevance of the overall research findings.

IV. CONCLUSION In conclusion, this research project on electronic component reuse in the laboratories and projects at the University of Jordan holds significant importance for multiple stakeholders. The findings indicate a strong foundation of familiarity with the concept of reusing electronic components among faculty members, department heads, and students. This suggests a positive environment for implementing a system that promotes component reuse and reduces electronic waste. The research identified challenges in managing electronic components, with half of the faculty members and department heads reporting difficulties. This highlights the need for improved management practices and suggests the potential for improving efficiency in component utilization. Furthermore, the study revealed a high level of awareness about the importance of reducing electronic waste among faculty members, department heads, and students. This awareness provides a supportive backdrop for implementing sustainable practices and promoting environmentally conscious behaviors. It is encouraging to note that existing policies or guidelines for the collection and reuse of electronic components are in place among a significant portion of faculty members and department heads. This institutional support demonstrates a commitment to sustainability and provides a strong basis for implementing effective reuse systems. The availability and quality of reused electronic components were generally rated positively by faculty members and department heads. However, there is room for improvement, as some respondents perceived availability and quality as average or poor. This highlights the need for better coordination, quality control, and continuous improvement in the reuse process. The study also revealed a positive adoption of reused electronic components among students, with a majority having used them in their engineering projects. This indicates a positive shift towards sustainable practices among the student community. However, challenges and obstacles were reported by a significant percentage of students in obtaining and using reused electronic components. This emphasizes the importance of addressing barriers, improving availability, and enhancing accessibility of reused components to ensure seamless integration into student projects. Based on these conclusions, it is recommended to proceed with the proposed project plan of collecting, organizing, refurbishing, and reusing electronic components at the University of Jordan. The survey results provide valuable insights that can guide project implementation and help address the identified challenges. Visual representations, such as graphs and charts, can be used to present the survey data in an intuitive and understandable manner, facilitating communication and decision-making. By implementing an efficient system for electronic component reuse, the University of Jordan can contribute to reducing electronic waste, minimizing environmental impact, and promoting sustainable practices in engineering education. This project serves as a model for other educational institutions and organizations to adopt similar practices and contribute to a more sustainable future.

These are the questions:

Per'fo W\" E \"ICE PEI3 Tern plate- A. What was the project supposed to accomplish? B. Did the project succeed in its aims? How do you know? Specifically, outline any evaluation and assessment undertaken. C. What things do you think worked well and why? D. What problems emerged during the project and how were they tackled? Was there timely identification of issues and resolution during the project process? E. What did you learn from undertaking this project? F. How would you rate your performance as a project manager? G. What strength and weaknesses of your performance did you identify? H. How will this inform and support your continuous professional development