-generationstudents (FGS) Hao [66] states: “I made a conscious effort to talk to my FGS individually during office hours to discuss their progress in class and ask them if I have met their pedagogical needs. Some of the questions I asked were: Is the pace of the class working for them? How are the readings so far? Do they face significant challenges with the assignments? … there are so many unwritten rules of the academy that FGS must learn on their own without the parental or family guidance that their peers typically have, we must serve as mentors to these students.”I tried these approaches in my introductory engineering course for first-year students. The initialassignment in the course asked the students to reflect on their personal
of professional valuesand attitudes). According to Eaton et al. [1], some teaching activities in the online environmenthave “the potentials to cultivate deeper learning experiences, but they can fail to do so ifactivities are not designed and implemented properly.” The rapid switch to online instruction inMarch 2020 did not allow faculty members to train, plan and reflect upon the best teachingmodes for online instruction, unless they had previously taught an online class. Therefore, aswith many other researchers, we consider the Spring semester to be an example of remotelearning rather than planned online learning [3].In October 2020, the Chronicle of Higher Education conducted a survey among faculty membersin US institutions to gain
own words.This instrument was developed to measure indicators of impact on the SCCT constructs ofoutcome expectations and self-efficacy. Figure 2: Outcomes and Subscales of the Pre/Post Test. Note: * indicates significant differences favoring Academy Cadets.To supplement the pre/post assessment we collected qualitative data through interviews andstudent reflection journals. At the end of each day of the Academy, students were givenreflection prompts about the day’s activities. Students kept an electronic journal which captureda record of all their responses to each prompt. These journals were analyzed and comparedagainst the findings from the pre/post survey to better understand student attitudes towardSTEM, big ideas students took
with COVID by setting up a designated study area that is only mine.” • “Adaptability, one of my strengths, has allowed me to accept the situation and work with what has happened.” • “I have adapted and modified my life to use connectedness in new ways. I am able to talk and reach out to others by other means rather than face to face during these times by the use of technology such as zoom.”Ongoing Research: Strengths, Social Identity, and Social NetworksSurveys and interviews by the external evaluator have not explicitly asked students to reflect onthe “strengths from a social justice perspective in engineering and computer science as context”model of mentoring and advising – instead, the evaluator has focused, to date
Bennett, New York Hall of Science Ms. Bennett currently serves as Director of Creative Pedagogy at the New York Hall of Science, respon- sible for developing and implementing new initiatives that reflect NYSCI’s core pedagogical approach known as DESIGN, MAKE, PLAY —a child-centered approach to STEM learning that inspires curiosity and playful exploration, builds confidence with new skills and tools, and fosters creative problem solving and divergent thinking. Drawing on 30 years of experience in informal and formal education, she helps translate this approach into practice by creating professional development experiences for our young mu- seum facilitators and K-12 educators, developing apps to stimulate STEM
programs.Limitations and Future Research The findings of this study are compelling, but are limited in their scope. The number ofparticipants recruited for the current study was appropriate for a qualitative study [18], but therewere much fewer women than men and much fewer students attending the HBCU than the PWI.These numbers reflect the larger population of males and students attending the PWI; however,the lack of female students and students attending the HBCU may suggest differences in theirexperiences that are an artifact of this study rather than a reflection of Latinx students’ livedexperiences. In addition to the differences in gender and institution participation, there were alsodisparities in representation across race and national origin
] investigated the relationship between learning settings (classroom,laboratory/home) and instructional use of the Analog Discovery Board on potential studentoutcomes. Their study noted that faculty and students benefited from the use of the AD Boardsand there were increases in constructs reflecting required affective pre-requisites to learning,including interest in content, motivation to learn, and confidence in ability to learn.Fowler and Schmalzel [8] stressed the importance of measurements in the STEM field asmeasurements are precursor to control, management, and improvement of engineering systems.They also noted that instrumentation is needed to perform the measurements. Hence, for effectiveinstrumentation, sensors must reliably and accurately
of academic careers for fellows across theintersectional identities of race/ethnicity, gender, first-generation status, personal experience as acommunity college student, and Pell Grant status as an undergraduate. Given the need forcommunity colleges to hire faculty in STEM fields that are reflective of their racially and ethnicallydiverse student population, the research findings will serve to offer recommendations for futurework that is geared towards effectively preparing Hispanic STEM doctoral students to consideracademic careers at teaching-intensive institutions such as community colleges.To achieve the above-referenced goals in this grant, three research tasks are being pursued. Theprimary, and most labor intensive, is conducting semi
, similar to Martin and Garza [39]. This approach allows us to centerKayla’s experiences, and dismantle the “researcher-participant hierarchy” [37, p.1]. As Kaylajourneyed through her undergraduate career, she journaled her experiences in a shared document.Gretchen went through the entries probing for deeper reflections, finding underlying themes, andraising new questions. Over the course of a year, Kayla and Gretchen met bi-weekly to go overKayla’s experiences and discuss things such as the impact of gender, impacts on her engineeringexperience, interactions with classmates, and interactions within work settings.Specific to this paper, we focused on Kayla’s experiences with her internship over the summer of2020. Kayla journaled her experiences and
. Figure 1. Flow Diagram for Study SelectionWhat types of assets do students bring into engineering programs? What are implications ofasset-based approaches to engineering, engineering design process, and design pedagogy?Different student groups hold different assets in the form of cultural wealth and/or funds ofknowledge. Here, we summarize (see Table 1) assets by student subpopulations and theirimplications to engineering and engineering design education. Neither the student subgroups northeir corresponding assets and asset categories are meant to be exhaustive in nature. Thesummary in Table 1 reflects evidence found in the literature and are only meant to be illustrativeand of practical value to engineering educators.Table 1. Summary of assets
learned certain tools, or whichtools they had used prior to this semester and their college entry. Given the time between whentools were used and when students completed the surveys in question, their answers may nothave perfectly reflected their experiences. This difficulty in recalling the timeline of tool usageand when tools were learned is compounded particularly with simple tools and features of themakerspace, such as hand tools, whiteboards, or even a desk. Given that such tools and featureshave particularly interesting ramifications for makerspaces efficacy and their outcomes, theinformation lost from this could be considerable.While the information gathered does not perfectly capture how makerspaces are being used andthe motivations
the project, and to obtain more technical conclusions. Also, the theory ofmatrix analysis will be implemented in courses of structural analysis including more applicationof advanced software.The surveys about team working shows that the students expressed interest in the topics, mainlybecause of the practical applications and importance for society. Also, students show highperformance working in teams, which is reflected in the quality and timing to complete thecapstone projects. The capstone related with the coliseum was done during the Covid-19pandemic and students used different online tools to permit a successful coordination of theirtasks, which also reflected their high team working skills.This type of project permitted the application
the HODA and practice the systems tools they learn from CST course byexplaining their experience and observations. The original debriefing has four steps [10]: “tellthe story; graph the variables; make the system visible; and identify the lessons” (pp.7-9). Anadditional step, which is to explore the connection between the HODA and the aviation industry,is included in the CST course by the instructor. In the CST course, the debriefing includes in-class debriefing and an after-class full report.In-class debriefingThe in-class debriefing led by the team leaders is conducted immediately after the HODA. Theleaders guide students to discuss their observations and reflections on the system structureexisting in the HODA using a series of steps.Step 1
. After the first read-through, we assigned one or more codes to specific lines of text in the transcripts andsupplemented the codes with comments. The comments included further detail explaining whythe codes were used, the feelings of the coder at the time of coding, or possible links to previousliterature or concepts. This thematic analysis led to the four emergent themes based on the datafrom the six interviews. These four themes reflected trends in the experiences of these women.The codes “Confidence/Pride and Empowerment” and “Moment of Pride” were present in theoriginal codebook, but their definitions leaned toward circumstances that did not match thesenew code definitions. Instead, lack of confidence or valuing one’s own achievement
studentlearning and success in engineering courses for all modes of learning including the traditionalFace-to-Face, hybrid and online modes of learning. It can further be concluded that the samecourse structure can be confidently used for all engineering courses as well as science courses,thereby, helpful for all STEM related courses.At St. Ambrose, both self-reflection of instructor and student feedback mid-course and end ofcourse evaluations were very positive. Additionally, the grades of students were high andmeasured effort and understanding.The instructor solicited formal anonymous feedback in the middle of the semester in addition tothe required end of course evaluations. The mid-course feedback from electronics students wasthe best out of the last
https://www.facebook.com/EducacionMML/videos/674893209771107 b) Live broadcast. The Live broadcast is done through the social networks of the Municipality of Lima-Peru. While the facilitator presents the activity, the group members read the chat and comment/respond /interact with the participants (Figure 2). Figure 2. Live transmission example https://www.facebook.com/EducacionMML/videos/253309426000090c) Closure of activity. After participating in the activity, the group members share their reflections and attend to the participants' questions and communications through the Facebook Live chat (Figure 3). Figure 3. Close of the live transmission with the members of the
students’ labor market outcomes. Whether macro or microscale, however, these examples reflect educational practice firmly anchored to the experiences ofstudents journeying through the real problem spaces of our time.In this paper, we take the school-to-work pathways view one step further and place ourinvestigation in a specific real world context: the pathways of environmental engineeringundergraduate students within a time of environmental decline and climate crisis. We see thistime as a revealing societal moment in which beliefs, decisions, and leadership about ourenvironment move us towards sustainable solutions or away from them. We considerenvironmental engineering students as designers and agents of these sustainable solutions, aswell as
% of the students believing they already had at least some or good competencyaround robotics topics [7]. Although post-survey results for the ETSC 277 course shows a dropin confidence, as students performed our inquiry-based engineering lesson, we view this as arecalibration of their personal reality as they were ultimately able to make positive learning gainstoward our robotics lesson. This was reflected in learning assessments throughout the quarter. Infact, student frustration with inquiry-based lab curricula is well documented in science education,where lab students valued more authentic scientific exposure. In general, experiencing thecomplexity and frustrations faced by practicing scientists is challenging and may explain thewidespread
for Engineering Education, 2021Seeing the invisible: The year this white woman spent learning at an HSIIntroductionI have spent over 40 years in engineering. When I first attended the university to learnengineering, I was full of the messages of the 1970’s: Women can do anything men can do(better), I can have it all, the doors to access professional success are wide open. However, littledid I know that while this may be true, the cost to anyone not a tall white male from a privilegedbackground was great. It took me years to interpret what I experienced through the lens of thewhite patriarchy, but for the last 20 years, I have studied and reflected on how we in Engineeringand Education have participated in the inequities we see all around us
college, so we can more easilyimplement evidence-based practices with potential to improve retention, of which there are several.Recently, we have focused on implementing formative assessment, which has been shown to improveretention of at-risk students and under-represented minorities [3], [4]. This paper presents and reflects onthe implementation of formative assessment in our Calculus I course for engineering students.Theoretical Framework: Formative assessmentFormative assessment is an instructional technique in which teachers quickly assess students during oroutside class for minimal reward/penalty, with emphasis on improving learning. Formative assessmenthelps both students and teachers to identify knowledge gaps and misconceptions, and
virtual visit.Additionally, students answer if they felt that they interact more with their classmates throughhearing their doubts in the visit. A majority of 61.98% (n=75) score this interaction with thehighest score, we obtain that results tend to the lower half of the scale more than any otherquestion before, but we can still observe that the results are overall positive. Fig. 8. Scale of motivation gained in learning new topics from students’ perspectiveIn the questionnaire, the participants were able to reflect the level of satisfaction provided by thevirtual activity. The students were asked the question “Considering the pandemic period, do youfind the virtual site visit to be an equivalent and effective alternative to maintain
collected data from multiple sources, including student work,faculty reflection logs, pre-/post-surveys, and student focus groups. Our project did not originallyintend to explore connections to engineering identity formation in students or professionalpractice. However, while analyzing the student focus group data, we observed that engineeringidentity was impacting students’ responses in unexpected ways. Thus, this paper aims to answerthe following research question: How are students’ conceptions of engineering identity linked to their perceptions of sociotechnical thinking?BackgroundSociotechnical integration in engineering educationMultiple studies of engineering practice have underlined the necessity of integrating social
publics • Engineering incorporates many domains beyond technical • Engineers impact the worldColes [12] described his view of professional practice with 10 lessons for practice: • professionals engage on society’s behalf, with people who present them with complex, indeterminate problems • professionals work with high levels of uncertainty • professional practice fundamentally involves making judgement • professional judgement is based on ‘practical wisdom • professional judgement is acquired through experience and conversations with respected peers • the learning process that underpins this is the critical reconstruction of practice • this involves ‘deliberation,’ which is more than ‘reflection • deliberation
-axisCNC machine through a grant awarded by DoD, and in the future we will continue enhancing ourlaboratorial tools and environment on multi-axis machining for aerospace parts such as blisks andturbine blades, and then integrate and evaluate these tools in the Manufacturing Engineeringcurriculum.AcknowledgementThe authors would like to acknowledge support from NASA (award number: 80NSSC20M0015).The blisks machining tasks was also partially supported by DoD (award number:W911NF1910464). Any opinions, findings, and conclusions or recommendations expressed in thismaterial are those of the authors and do not necessarily reflect the views of NASA and DoD.Reference1 . 2020 Facts and Figures U.S. Aerospace and Defense https://www.aia-aerospace.org/wp
. Helen L. Chen, Stanford University Helen L. Chen is a research scientist in the Designing Education Lab in the Department of Mechanical Engineering at Stanford University. She has been involved in several major engineering education initia- tives including the NSF-funded Center for the Advancement of Engineering Education, National Center for Engineering Pathways to Innovation (Epicenter), as well as the Consortium to Promote Reflection in Engineering Education. Helen holds an undergraduate degree in communication from UCLA and a PhD in communication with a minor in psychology from Stanford University. Her current research and scholarship focus on engineering and entrepreneurship education; the pedagogy of portfolios
workshops. While only two and three states were represented in the first andsecond workshops consecutively, 18 states were represented in the third workshop. Almostsimilar advertising efforts were made for all three workshops, with more outreach efforts madeto regional institutions for the first and second workshops than for the third workshop. Figure 2: On-ground AM-WATCH Studio Workshop Participants with Social Distancing and Use of Mask (Left). An on-ground AM-WATCH Studio Workshop Participant working on his 3D Pen exercise (Right).Despite the increase in diversity by state, the online workshop saw a noticeable decrease inapplicants from high schools compared to higher education institutions. This is reflected in
materialsdevelopment activities that seek to support the success of all students. AcknowledgementThis material is based upon work supported by the National Science Foundation under Grant No.(DUE-1625378). Any opinions, findings, and conclusions or recommendations expressed in thismaterial are those of the author(s) and do not necessarily reflect the views of NSF. References[1] E. Cech, B. Rubineau, S. Silbey, and C. Seron, “Professional role confidence and gendered persistence in engineering,” Am. Sociol. Rev., vol. 76, no. 5, pp. 641–666, Oct. 2011, doi: 10.1177/0003122411420815.[2] K. A. Robinson, T. Perez, J. H. Carmel, and L. Linnenbrink-Garcia, “Science identity
Engineering Education Research: Reflections on an Example Study,” Journal of Engineering Education, vol. 102, no. 4, pp. 626–659, 2013, doi: 10.1002/jee.20029.[10] J. Walther et al., “Qualitative Research Quality: A Collaborative Inquiry Across Multiple Methodological Perspectives,” Journal of Engineering Education, vol. 106, no. 3, pp. 398– 430, 2017, doi: https://doi.org/10.1002/jee.20170.[11] S. Tan, “The Elements of Expertise,” Journal of Physical Education, Recreation & Dance, vol. 68, pp. 30–33, Feb. 1997, doi: 10.1080/07303084.1997.10604892.[12] C. Aaron, E. Miskioglu, K. M. Martin, B. Shannon, and A. Carberry, “Nurses, Managers, and Engineers – Oh My! Disciplinary Perceptions of Intuition and Its Role in
-related design processes and factors.Keywords: Engineering Education, Civil Engineering Design, Human-Centred Designing,Priming, Empathy, Social Consciousness, Personal Values, Engineering ValuesIntroductionMany have discussed the technocentric engineering curricula [1] – [5], that tend tomarginalise [3] and devalue [6],[7], the less technical and more ‘socially-involved’ aspects ofengineering, and have thus stood with Cech’s [2] call for the integration of public welfareconcern and social consciousness in engineering curricula.An aligning call/prompt for the integration of empathic [8] – [10], compassionate [11],‘socially-just’ [12],[13], and/or human-centred designing [14] – [18] in engineering curriculahave also risen. This is reflected in
responsibilities as anengineer, what role you have occurring there,” [6, p. 177]. This seems very reflective of the moralitiesderived from professional roles discussed in Smith et al. [7], and helps further indicate a necessity forincluding role ethics and CSR as part of engineering ethics curriculum. Teaching CSR to engineering students acknowledges that professional engineers practice ethicswithin a larger societal and corporate framework with distinct roles that can affect ethical action thatengineers can pursue [7]. CSR itself has many weaknesses, and has been accused of having little influenceon daily corporate practices [22], [23], has not been fully internalized by many corporations [24], and is notclearly linked to engineering [15]. In