instructional approachesfor open-ended design and learning. Specifically, how can faculty developers engage in coursedevelopment when the development process is inherently complex and ambiguous? What does itmean for course development when the ability to navigate complexity and ambiguity are explicitcourse learning objectives? This paper is based on the author’s experience as an engineeringeducation researcher, curriculum developer, and instructor of record, leading the developmentand instruction of a new course offered in an undergraduate multidisciplinary engineeringprogram. As part of the course development, the author participated in a six-day intensiveSummer Course Design Institute offered through the Center for Instructional Excellence atPurdue
Progress)IntroductionA total of 44 states and Washington, D.C. have adopted the Next Generation Science Standards(NGSS) or a variation of these standards that satisfy their state-specific education requirements.By following the NGSS or a similar set of standards, K-12 schools in these areas haveestablished pathways to incorporate engineering into their science coursework [11]. Research onthese integrated STEM settings suggests that engineering design activities play an important rolein supporting students’ science learning [2], [8], [13], [14]. Moreover, the National Academies ofSciences, Engineering, and Medicine named improvement in science achievement as anobjective of K-12 engineering education [11]. A less common, though emergent, pathway
. Kajfez, "Ten Years of First-Year Engineering Literature (2005-2014): A Systematic Literature Review of Four Engineering Education Journals," (in English), International Journal of Engineering Education, Review vol. 36, no. 1, pp. 18-39, 2020. [Online]. Available: ://WOS:000506204800003.[6] W. A. Friess, M. P. Davis, and Ieee, "Development. implementation and assessment of a common first year end-of-semester engineering design project in an integrated curriculum," in 2013 IEEE Frontiers in Education Conference, (Frontiers in Education Conference, 2013.[7] Z. Nedic, A. Nafalski, and J. Machotka, "Motivational project-based laboratory for a common first year electrical engineering course," European Journal of
research is discipline-specific and focuses on identifying how self-efficacy relates to engineering design achievement in an undergraduate BME curriculum. Twogoals of our research include: 1) to increase self-efficacy of undergraduate BME students byproviding project-based learning experiences throughout the curriculum; and 2) to identify ifbiomedical engineering student self-efficacy differences correlate with student ability toeffectively translate fundamental knowledge toward engineering design.Since we bring disciplinary expertise, our choice of mentors parallels the engineering educationresearch topics required to successfully approach our study’s research goals. Again, we targetedthree areas for development: social science research in design
curriculum to incorporate opportunities for students to exercise theirentrepreneurial mindset. The Kern Family Foundation has established a network of institutionsthat are committed to changing their pedagogy to develop entrepreneurial mindset inundergraduate engineers, known as KEEN (Kern Entrepreneurial Engineering Network). KEENhas established an entrepreneurial mindset framework that involves the three C’s: curiosity:“students will demonstrate constant curiosity about our changing world and explore a contrarianview of accepted solutions”, connections: “students will integrate information from manysources to gain insight and access and manage risk” and creating value: “students will identifyunexpected opportunities to create extraordinary value
. Additionally, Allen has traveled across the country with WeTeach CS to facilitate teacher preparation courses for the high school computer science competency exam. He also serves as a master teacher for Bootstrap, a program that aims to implement computer science principles in mathematics classrooms. Before joining R-STEM, Allen worked in various positions in the educational field. As an interventionist in Orleans Parish Schools, he worked with elementary students to improve their literacy and numeracy levels. As a middle school teacher in Alief ISD, he taught 8th grade mathematics and Algebra I. Addi- tionally, Allen worked on mathematics curriculum development for Alief ISD and Rice University. Allen currently holds a
Society for Engineering Education, 2021 Focused Curricular Activities Designed to Improve Student Competency in Data Driven Process ImprovementAbstractRecent internal assessment and evaluation activity within the Mechanical EngineeringTechnology (MET) program at Montana State University (MSU) identified an opportunity toimprove student learning outcomes regarding knowledge and application of statistical concepts.Since the MET program did not have room for an additional course in this area, the curricularreview identified an existing design and build course where specific activities could bedeveloped and integrated to provide students exposure to additional statistical material. Specificcourse changes were made through the
engineering students are exposed to in college; however, the Femineer® studentsare able to learn the curriculum through hands-on experience and become confident in these skillsbefore entering college.The Femineer® students also learn how to work in a collaborative environment, have opportunitiesfor creative expression, technology integration, and an inquiry-based approach to learning. All ofthese skills are also implemented in the College of Engineering’s undergraduate and graduatedegree programs as the college prides itself in a learn-by-doing philosophy.The Femineer® Program was named a recipient of INSIGHT Into Diversity magazine’s 2019Inspiring Programs in STEM Award. This award was presented as a tribute to programs thatencourage and inspire a
Scientific and PracticalComputing, 1, 67–69.[10] Wing, J. M. (2008). Computational thinking and thinking about computing. PhilosophicalTransactions of the Royal Society, 366(1881), 3717–3725.[11] del Olmo-Muñoz, J., Cózar-Gutiérrez, R. and González-Calero, J.A., 2020. Computationalthinking through unplugged activities in early years of Primary Education. Computers &Education, 150, p.103832.[12] So, H.J., Jong, M.S.Y. and Liu, C.C., 2020. Computational thinking education in the AsianPacific region.[13] Yang, D., Baek, Y., Ching, Y.H., Swanson, S., Chittoori, B. and Wang, S., 2021. InfusingComputational Thinking in an Integrated STEM Curriculum: User Reactions and LessonsLearned. European Journal of STEM Education, 6(1), p.04.[14] Jovanovic, V.M
toward reviewing social and environmentaljustice instruction modules included more broadly throughout the Civil and EnvironmentalEngineering Curriculum at Cal Poly SLO. Additionally, it may provide a model for otheruniversities to integrate social and environmental justice education into their existing civilengineering curriculum by analyzing student response to curriculum enhancements. The abilityto acknowledge social justice in engineering will be crucial for tomorrow’s engineers to developsolutions as they face a diverse and changing world.2. IntroductionInspiration for this study stemmed from a student-led initiative at Cal Poly SLO criticallyreflecting upon social and environmental justice in engineering initiatives taught throughout
Paper ID #33743WIP: Halting Attrition in Civil Engineering Programs ThroughLower-Division Engagement Course ImplementationMs. Briceland McLaughlin, Boise State University Briceland McLaughlin is an academic advisor at Boise State University. She graduated with an M.Ed. from the University of Kansas in 2011 and has worked at higher education institutions across the country over the last decade in both student affairs and academic support roles. Briceland is interested in the intersectionality of student development theory and curriculum design.Dr. Nick Hudyma, Boise State University Nick is a professor and chair of Civil
. His areas of interest in research and education include product development, analog/RF electronics, instrumentation, and entrepreneurship.Jennifer Whitfield, Dr. Jennifer Whitfield received her Ph.D. in Curriculum and Instruction with an emphasis in Mathematics Education in 2017. Her M.S. and B.A are both in Mathematics. She joined the Mathematics Department at Texas A&M University as a Senior Lecturer in 2001. Dr. Whitfield has taught 13 different undergrad- uate and three graduate mathematics courses. She helped develop the Personalized Precalculus Program, has overseen the operations of the Math Placement Exam, is the Associate Director of the Center for Technology Mediated Instruction, Director of
Paper ID #33565Supporting Teachers to Implement Engineering Design Challenges usingSensor Technologies in a Remote Classroom EnvironmentDr. Alexandra Gendreau Chakarov, University of Colorado Boulder Dr. Gendreau Chakarov received her Ph.D. in Computer Science and Cognitive Science from the Univer- sity of Colorado Boulder where she examined how to integrate computational thinking into middle school science curriculum using programmable sensor technologies as part of the SchoolWide Labs project. She continues this work on the SchoolWide Labs Project as a research associate where she serves as the com- puter science and
medieval and Renaissance Europe, wasinvited to serve as “Humanist in Residence” in the WFU Engineering program in the fall of2018. The position was funded through WFU’s Mellon grant, whose one goal was intended tobring a series of humanists into close collaboration with the new Engineering program. Dr.O’Connell attended engineering classes, attended curriculum retreats, and met with engineeringfaculty to learn about their curricular structure and the goals of each individual course. She thenproposed a series of modules across three different engineering courses, the most elaborate beingin EGR 111 and described herein. We wanted history to be an integral component of theengineering curriculum, as emphasized in [8], and thus an integrated approach
] L. Bosman and S. Fernhaber, Teaching the entrepreneurial mindset to engineers. Springer International Publishing, 2017.[2] H. E. Dillon, L. Hamilton Mayled, M. L. Nagurka, M. I. Carnasciali, and D. E. Melton, “Intercollegiate Coaching in a Faculty Professional Development Program that Integrates Pedagogical Best Practices and the Entrepreneurial Mindset Intercollegiate Coaching in a Faculty Professional Development Program that Integrates Pedagogical Best Pract,” 2020.[3] C. Vest, “Open Content and the Emerging Global Meta-University,” EDUCAUSE Review, 2006.[4] W. J. Frey, H. D. Sánchez, and J. Cruz-Cruz, “Ethics Across The Curriculum: An Effective Response To Abet 2000,” in 2002 Annual Conference
changes in those courses can impact student learning and retention. American c Society for Engineering Education, 2021 Advancing computational knowledge and skill through computing projects in sophomore-level mechanics coursesAbstractThe desire to graduate students with more advanced computational knowledge has become a hot topic incurriculum design. One route to do that is through integration of computing in the foundational mechanicscourses (statics, dynamics, and solid mechanics). The implementation of computing projects in thesesophomore-level courses has resulted in computing becoming an integral part of those courses at
own learning [7].” Thefocus here is not so much on the design and deployment of assessment tools, but a shared andmeaningful understanding of assessment results. We should be intentional about usingassessment results in an actionable, impactful way. The tenets of CIPF deem both assessment ofteaching and student learning essential. Assessment is an imperative and integrative componentof critical pedagogy that addresses classroom diversity. If assessment is used properly, it cantransform the hegemonic relationship between students and instructors. One study has shownthat open-minded, approachable, and flexible instructors create an environment where studentsare motivated to learn because such an environment allows students to challenge each
, based on feedback from our industry partners and alumni, we saw that thestudents performed very poorly in software design. When they were tasked with writing a smallscript to accomplish a specific goal (e.g., computing the Fibonacci sequence), students performedjust fine. However, when given a larger design specification and asked to build a completeend-to-end system integrating both hardware and software, students did not even know where tobegin. Some might argue that those skills should belong only to computer scientists, but that issimply a fallacy. For the vast majority of engineering professions today, good programmingskills are no longer an option but a prerequisite.With these insights in mind, we designed a sophomore-level course that
. Developing these independent study skills is also veryimportant for graduates ready to enter the work industry. Project Based Learning is an importantconcept related to senior projects, especially in engineering technology programs, it representsactive learning techniques used in courses throughout the curriculum, from freshman years up tosenior design projects, and it is a concept extensively studied in the literature [3, 4]. Otherconcepts related to student projects and ultimately to senior design projects, are Design BasedLearning [5] and Experiential Learning [6]. Yet another concept covered in the literature isService-Learning Projects, which is related to community based projects that are integrated inundergraduate courses as instruments to
personal interactions with professionals working in STEMfields focused on motivating students to visualize themselves on STEM career pathways;family/mentor-focused STEM opportunities intended to broaden students’ educational andemotional support networks; and an integrated STEM-curriculum for teachers to build upon keyconcepts.Background and IntroductionIn 2017, a National Science Foundation (NSF) study [1] projected the adult population of UnitedStates will be more than 50% minorities by 2060, which directly impacts the Science, technology,engineering and mathematic (STEM) workforce and measures to remove barriers in STEMeducation becomes critical. Many universities focus on efforts to recruit students for undergraduateeducation by supporting
]. Big Data growth has accelerated thedevelopment of new smart technologies that can support the unique demands of big data. Smarttechnologies such as MapReduce/Hadoop, Spark, NoSQL, data virtualization, data lake, cloudcomputing, Artificial Intelligence (AI), Natural Language Processing (NLP) and MachineLearning (ML) have an impact on our daily lives and will continue to be an integral part of ourfuture [3]. They have transformed the way we practice medicine, communicate, processinformation and make business decisions [1]. The use of smart technologies are evident in manydomains including retail, finance, medical, engineering, government, penal, social media andcomputing [1] , [3]. Together Big Data and new smart technologies have given rise to
the color of the object placed into the mouth of the robot. An RGB will light up with the corresponding color of the object.● Linjebot: A line following robot. Students learn to program and calibrate line sensors and tune their PID (proportional, integration, derivative) controller. Students adjust potentiometer settings to change the PID error constants and follow various obstacle pathways. Fig. 2. Project in a Box kit collection used as an instructional platform in outreach workshops and programs.DocumentationWhile the kits themselves are inspired by online DIY projects, the documentation allows theparticipants to follow at their own pace and work through the steps of assembly andprogramming in the kit.The standard documentation begins
students conceptualize design and how that affects their designoutcomes, this project supports the design of future education programs that produce engineerswith a more balanced perspective on design that accounts for both technical feasibility and marketneeds.Research methodology overviewAligned with the constructivism framework, which asserts that learners construct theirunderstanding of the world through their experiences [18], this project is organized to firstunderstand how students conceive of design, then introduce market-driven design conceptsthrough an interactive course curriculum, and finally observe the ways in which these studentconceptions of design evolve or expand. This paper analyzes data collected from 130undergraduate students
] advocates that apart from the many benefits thestage gate process provides, it ensures that the new product or service offer unique and newbenefits to the customer that are superior in value.This work proposes integration of ADDIE and stage gate for programs and courses in anoutcome-based education environment. Rigor of execution of each stage is focused uponusing activities. The quality of reviews between stages is ensured using the criteria.Checklists and rubrics are developed and used in the decision-making process.3. Integration of stage gate process with ADDIEA team of identified faculty members working in the area of curriculum design were given anorientation on the stage gate methodology practiced in the new product development used
50% of universityprograms in construction had a dedicated course in construction. In 1998, a surveyinvestigation by Coble et al. [11] looked at 4-year ACCE-accredited construction programsand the extent with which safety is integrated in their curriculum. The results showed that atthe time 45 of the 55 programs had a dedicated course in safety, primarily offered at thejunior/senior level, concentrating on OSHA standards for construction. Less than half of theprograms at the time provided an OSHA outreach training certificate to the students, while75% of the program faculty surveyed stated that they address safety in other courses.A survey of employers from 27 firms was conducted in 1998 by Smith and Arnold [12],which focused on the
into two main categories based on Bloom’s Taxonomy verbs tounderstand which competencies might be: 1) Taught in classrooms – referring to competencies that utilize Bloom’s Taxonomy verbs in levels 1 through 3; and 2) Supplemented by experiential learning – referring to Bloom’s Taxonomy levels 4 through 6. Category 2 is not meant to supplant the teaching of these competencies in the classrooms, but provides an opportunity to explore how students and the curriculum might benefit from industry collaboration and inclusion for competencies that require higher levels of learning, according to employers.The verbs were categorized into Bloom’s Revised Taxonomy of Educational Objectives sixcognitive levels [17, 18], whereby
’ recognized by the employers. Graduates are expected to be technicalexperts as well as have high quality ‘professional skills’ [3], [4]. Sighting this demand,engineering educators around the world are now making efforts to change the curriculum byadding an EM based course or incorporating associated modules into their courses. Students canexplore EM concepts related to real-world social issues and expand ‘professional skills’ such asrecognizing opportunities, creativity, communication, leadership and adaptability throughexperiential learning modules. Such modules can be easily integrated into design-based coursesas well as laboratory courses to provide students with a hands-on experience and expose them toopen-ended questions. However, it is
). Integrating innovation and entrepreneurship principles into the civil engineering curriculum. Journal of Professional Issues in Engineering Education and Practice. 141(3): 1-8.13. KEEN (Retrieved 2/9/2021). Engineering Unleashed. https://engineeringunleashed.com/mindset.14. Zappe, S. E. (2018). Avoiding construct confusion: An attribute-focused approach to assessing entrepreneurial mindset. Advances in Engineering Education, 7(1), 1-12.15. Zappe, S. E., Cutler, S. C., & Gase, L. (Submitted, 2021). A Systematic Review of the Impacts of Entrepreneurial Service Programs in STEM Fields. Entrepreneurship Education and Pedagogy.16. Rayess, N. E. (2016). Instilling an Entrepreneurial Engineering
of / deploying / improving / problems facing / limitations to / works done in / understanding / relationships between / roles of / expanding.7) An extra criterion was included for gray literature because we found evidence that most professional development workshops in sub-Saharan Africa are posted on websites and not on peer-reviewed articles. 4Table 1. Search string keywords, synonyms, and justificationsKeywords Synonyms JustificationPROFESSIONAL Training, Workshop, These synonyms were suggested by experts in the field as well as educators who haveDEVELOPMENT Curriculum, Project undergone one or
, Chem-E-Car, or Design-Build-Fly. Many competitions are sponsoredby professional technical societies, such as the American Society of Mechanical Engineers, or byindustry, such as the Shell Eco-Marathon. As Bland et al. have observed, based on their researchwith students who participate on engineering competition teams, “engineering competitions mayact as a catalyst for students to learn how to integrate technical and professional skills andknowledge in their development as an engineer.” [2] In addition, engineering students’involvement in activities outside of the classroom, such as student competition teams, contributesto their achievement of numerous other outcomes; according to Simmons et al., engagement withthese activities enhances