instructors can enhance the module for future offerings.Findings from the module's implementation demonstrate increased knowledge and understandingof the impacts of COVID-19 on different transportation systems from various stakeholderperspectives. SMU students' mean scores showed high post-evaluation scores, and NMTstudents’ scores increased from pre to post evaluation. Additionally, the reflective writingassignment revealed students' awareness of various issues, including operational and economicimpacts on operators and users. This paper offers contributions to our engineering community byfocusing on lessons learned from the COVID-19 experience while providing recommendationsfor improving this co-create module.Keywords: COVID-19, Infrastructure
student assessment and reflective data, this paper takes a deep dive into lessonslearned, work required, comparisons of didactic approaches, and how students’ assessmentschanged. The first author relates how he, as an old dog and set in using his unlearned teachingmethods, had to learn new tricks in order to survive as an effective instructor during a pandemic.The Quality Matters and the RISE courses prepared the instructor for better online course man-agement, especially for the hybrid fall 2020 term. But the hours required for course managementincreased >10-fold for the fall term over the course as it was previously offered.BR200 used a highly effective interactive synchronous exercise to get naive students fired upabout the biomedical
both in and out of the classroom. In 2020, this activitywas conducted as a virtual webinar and student questions were asked in the Q&A feature whichwas monitored by the meeting host.After listening to the dean’s interview, students are asked to write a one-page reflection paper inwhich they are asked to describe what they learned from the interview: (1) what is needed to besuccessful in the engineering profession; (2) the expectations of, or norms for, engineeringstudents; and (3) the lessons learned from the examples provided regarding the differencebetween successful and unsuccessful engineering teams. These reflections play an important rolein helping students understand the importance of valuing diversity in engineering teams
Departments grant awarded to the Mechanical Engineering department at Seattle University to study how the department culture changes can foster students’ engineering identity with the long-term goal of increasing the representation of women and minority in the field of engineering.Dr. Jennifer A. Turns, University of Washington Jennifer Turns is a Professor in the Department of Human Centered Design & Engineering at the Univer- sity of Washington. She is interested in all aspects of engineering education, including how to support engineering students in reflecting on experience, how to help engineering educators make effective teach- ing decisions, and the application of ideas from complexity science to the challenges of
helped augment queer engineering spaces and has served as a catalyst for studentactivism. Importantly, we have included student reflections of their experiences in the group andhow the readings connect with their experiences as a queer engineering student.BackgroundIn this paper, we use LGBTQIA (lesbian, gay, bisexual, transgender, queer, intersex, asexual) asan umbrella acronym to encompass all the identities held by those with a minoritized sexual orgender identity. We also use queer as a reclaimed term identifying LGBTQIA peoples andacknowledge that historically, “queer” was used as a slur.Despite the effort to advance diversity and inclusion resources on college campuses, the culture inengineering departments remains heteronormative
historical context using a variety of instructional modes and pedagogicalinnovations.This paper presents the experience of developing and teaching MMW for the first time in 2020 inthe midst of the COVID-19 pandemic. MMW was designed and co-taught by an interdisciplinaryfaculty teaching team from the departments of history, theology, and environmental science. As adesignated “Complex Problems” course, a type of first-year interdisciplinary Core course, MMWoffered 70 students the opportunity to satisfy BC’s Core requirements in Natural Science andHistory through three linked pedagogical components: lectures, labs, and reflection sessions. Ourgoal was to integrate engineering, the history of science and technology studies, and ethical andmoral modes of
. Turns, University of Washington Jennifer Turns is a Professor in the Department of Human Centered Design & Engineering at the Univer- sity of Washington. She is interested in all aspects of engineering education, including how to support engineering students in reflecting on experience, how to help engineering educators make effective teach- ing decisions, and the application of ideas from complexity science to the challenges of engineering education. American c Society for Engineering Education, 2021 Engineering with Engineers: Fostering Engineering IdentityIntroductionThe Mechanical Engineering Department at Seattle University was awarded
, 2016). We use themetaphor of the soul to narrate our experiences in the field, a majority of which includeexperiences we shared being in the same engineering education PhD program. The metaphor ofthe soul serves as a vehicle to communicate our experiences, conceptions, hopes, fears, andaspirations. The soul is as much an idea felt, as it is a scholarship known through inquiry. Weexperienced this essence as it moved across individuals in our department, and believe it is feltfurther in the engineering education community. The soul fuels continuous evolution by creatingtension and using it as energy to find purpose in our work.IntentionOur intention is to share our experiences and prompt reflection from the engineering educationcommunity so that
global, cultural, social, environmental, and economic factors. 5) an ability to recognize ethical and professional responsibilities in engineering situations and make informed judgments, which must consider the impact of engineering solutions in global, economic, environmental, and societal contexts. 8) an ability to acquire and apply new knowledge as needed, using appropriate learning strategies.Riley’s text uses a modular format that engages students in a four-step process (Engage, Analyze,Reflect, and Change). Figure 1: Learning Process for ModulesThe modules presented in Riley’s text can be integrated “as-is” into typical thermodynamicscourses. However, as the modules are not
empiricalstudy of art classrooms as a way to describe “the kinds of thinking developed by the arts [thatare] important in and of themselves, as important as the thinking developed in more traditionallyacademic subjects.” According to Hetland et al. [4], the eight Studio Habits of Mind include:Developing Craft, Engaging and Persisting, Envisioning, Expressing, Observing, Reflecting,Stretching and Exploring, and Understanding Art Worlds.Hetland et al. [4] define the eight Studio Habits of Mind in the following ways: Develop Craft- Technique: Learning to use tools (e.g. viewfinders, brushes), materials (e.g. charcoal, paint); learning artistic conventions (e.g. perspective, color mixing) Studio practice: Learning to care for tools
twoundergraduate student developers of this curriculum participated in the honors program,so they were familiar with the rigors and expectations of honors coursework. Finally, thehonors program awards funding for a student teaching assistant for each course selectedthrough the competitive process.Course Topics and ThemesThroughout the course, students are asked to reflect on who gets to be a scientist orengineer, who defines which questions researchers ask and which problems engineerssolve, who benefits from these solutions, and what role social justice plays in science andengineering practice.Through a social justice lens, we explore the ethical implications involved in howtechnologies impact underrepresented people with specific focus on race, gender
enhance the curriculum of a graduate-level engineering ethics course, Engineering Ethics and the Public, at Virginia Tech, a large land-grant, Research 1 university. The course is a three-credit elective course offered annually to engineering students. The overall course itself was originally co-conceived and co-developed by an engineer, one of the authors of this paper, and a medical ethnographer, with the support of the National Science Foundation (NSF) [1]. The learning objectives, topics, and assignments are presented in Table 1. The course aims to address relationships between engineering, science, and society by incorporating listening exercises, personal reflections, individual
own.Groups of 4-5 students worked with a facilitator over 5-6 weeks. The course has anasynchronous and synchronous component to accommodate different time zones and schedules.A series of 5 video lectures guided students’ learning along the design path. The students weredirected to download a set of notes with blanks and encouraged to actively listen by filling in thenotes while watching the lecture. The length of the video lectures ranges from 8 - 32 minutes. Aset of 5 individual assignments (in the form of on-line quizzes) were created to support theasynchronous activities. After watching the video lecture, students are directed to complete aquiz. Responses to short-answer questions covered in the lecture and reflective exercises arecollected
unique strengths in an engineering context. The new framework expands uponuniversal design principles and provides guidelines that are anchored in a strengths-basedapproach and centered around three core elements: a culture of inclusion, teaching and learning,and instructional design. The application of the standards across the three courses has commonelements (e.g., the ability to choose standard versus creativity-based assessments) anddifferences to reflect instructor style and course content (e.g., incorporation of design aspects inmore advanced courses). It is anticipated that the use of these standards will improve learningoutcomes and enhance the educational experience for neurodivergent students.MotivationNeurodiversity is a term that has
conversation withtheir supervisor or mentors to ensure that choices are made based on reflection about teachingpractice as well as timelines for submitting dossiers for promotion and tenure.We determined that incorporating meaningful, but intermittently administered summativeoptions as part of faculty annual reviews would ensure that the focus remained on teachingdevelopment, rather than strictly measured performance. To meet the needs of faculty whowould require summative evaluations for their promotion and tenure dossiers, our review optionson classroom teaching, syllabus and course materials include instructions and forms to helpobservers produce written reports documenting their observations that could be incorporated intoformal summative letters
and aspects of tech- nological and engineering philosophy and literacy. In particular how such literacy and competency are reflected in curricular and student activities. His interests also include Design and Engineering, the human side of engineering, new ways of teaching engineering in particular Electromagnetism and other classes that are mathematically driven. His research and activities also include on avenues to connect Product Design and Engineering Education in a synergetic way. American c Society for Engineering Education, 2021The challenge: The role of the student in Engineering and TechnologicalLiteracy programs, perspectives, discussions, and
privilegeinfluence student teams and team-based design, as well as short reflections asking students toapply such lenses to their teamwork experiences, following emancipatory pedagogy suggestionsof Freire [14], hooks [15], and others. For example, we assigned a reading on groupconversational characteristics, which led to a number of interesting reflections from somestudents about how much they enjoy “ritual opposition” (a method of testing ideas by tearingthem down, which Tannen [16] claims is common amongst men) and from other students abouthow those same interactions make them feel unsafe and silenced. Most reflections indicated 1students realize that neither
engineeringdisciplines, and the context of their research varied considerably. Some students were part oflarge, established experimental laboratories while other students worked individually or in smallgroups on computational or theoretical projects. As this course was launched in Fall 2020,students in this class experienced the additional challenge of starting college (and undergraduateresearch) remotely during a global pandemic. The design and content of this course wereevaluated using anonymous feedback and a review of reflective discussion posts in order todetermine whether the course supported the stated learning goals. This evaluation indicates thatstudents found the course material helpful in understanding their role as undergraduate researchassistants
bachelor's degrees of a largeprivate university in Chile during the first semester of the academic year 2020. During thatsemester, education changed from experiential face-to-face teaching to synchronous virtualeducation. In the presented model, we had to reflect on how sessions should be structured toteach content. The Module's design objective was to have the possibility of bringing the value ofthe face-to-face experience -focused on active methods from the constructivist educationalparadigm- to the virtual world. Besides, we had to maintain the expected learning levels andmake them significant. To analyze the students' perception of the Module's success, weadministered an instrument already used before. The tool consisted of a Likert
overcomingstruggles, and described their negative perceptions of engineering before entering the major. Participants with alllevels of CSE highlighted their own creativity with respect to the performing and visual arts, before reflecting oninnovation as creative. Most participants with low CSE described their lack of creativity in the arts. They alsodiscussed being “intimidated” by negative classroom experiences more than their peers with higher levels of CSE.Those with low CSE were also exposed to more engineering centered experiences in high school, and most had aparent who worked in the profession. It is expected that this research will provide a more comprehensiveunderstanding of CSE, perceptions of engineering as a creative field, and the educational
, consequential learning.” Inthis paper, we encapsulate our work in this last year (no cost extension) of the grant through thelens of our 17 published or in preparation journal articles.Our research in equity and inclusivity has had three foci: student climate, conceptualization ofoppression and privilege, and organizational change. This research has addressed themes of peerrelations, the relation between epistemology and climate, assessment metrics for understandingsystems of power, reflection on problematic norms that frame engineering culture, anduncontested informal practices that produce gendered and racialized inequities across theinstitution. Our research in meaningful, consequential learning has focused on activities andassessments that align
education practices. In this paper, we will discuss the majorcomponents of these pivots, including (i) transitioning existing programming to the virtualenvironment, (ii) reassessing chapter direction and goals by expert elicitation to evaluate chapterniche, (iii) developing new strategies to increase participation and engagement, including theformation of an anti-racism multimedia learning club aimed at promoting awareness of systemicinequity and discussing strategies to combat anti-black racism in higher education, and(iv) continuously adjusting chapter goals and activities through iterative reflection. We will placethis discussion in the context of literature on mental health, well-being, and flourishing ofstudents and educators during this
from historicaland cultural perspective. This research first analyzes the origins of entrepreneurial culture inhigher engineering education; secondly, explores the influences of entrepreneurial culture inhigher engineering education; finally, analyzes the implications of entrepreneurial culture inhigher engineering education based on a cultural perspective, especially in the culturalecology of Chinese mainland. This research preliminarily shows that the practice ofengineering entrepreneurship education within colleges and universities in Chinese mainlandurgently seeks rational reflection on the inheritance of traditional culture, the valuesexcavation of traditional business culture, the value recognition of entrepreneurship education,and
) understand specifications of commercially availableparts and use them to create a system – “obstacle avoiding robot” and v) create a robot or asubsystem. In addition, the course envisaged that students develop lesson plans in order toengage in mentoring of middle school students based on the understanding of their educationalbackground, write a weekly reflection report and make improvements on the delivery of lessonplan and help mentees build a finished product – an obstacle avoiding robot, from thecommercially available parts. Topics covered in the course included – Microcontrollers, Programing, Digital I/O,Encoders, Infrared sensor, Ultrasonic sensor, LIDAR, Gyroscope, Accelerometer,Magnetometer, Wireless interface to microcontroller, RC
meeting with teammates.At the beginning of ERT, students delivered team products through traditional written formats ofWord and Google Docs. Holding onto what had worked well in the past, it appeared thatcompleting team-based work was limited with reliance on “cut-and-paste” methods.New tools that reflected a virtual environment were needed to shift the focus to collaborativelearning. In a just-in-time fashion, faculty learned and utilized tools such as JamBoard [5] andMural [6]. These tools provided platforms for students to discuss, learn from each other, and stillproduce a product. They also allowed the faculty to see students’ collaborative processes, whilestill having a finished product to assess with rubric criteria.Students, used to face
andreflection of the authors as well as over ten other graduate students. The students and us share thesame nationality, religion, and language. We are at different levels of our doctoral program indifferent engineering majors. The findings we share in this paper are the accumulation of all storieswe heard, reflections on the stories, and our own experiences. This cooperative inquiry processcan serve as a guide for other graduate students in discovering their personal journey during theirgraduate years. In addition, the findings can provide insights for university administrations andpolicymakers to ease this transformation process, especially for immigrant students.Keywords: Graduate school, cooperative inquiry, immigration, policy, administration
educationresearch [13]. Figure 1 leverages this model to show how the engineering and labor theory ofchange fits into this study of engineering graduate students engaging in a strike. The modelconnects Mejia et al.’s critical consciousness model [17], which engages Freire’s principles ofcritical pedagogy [18], with Hassan’s model of learning-assessment interactions [19]. “Mejia etal.’s model is represented in the center of this model, showing relationships between theory,action, reflection, and concepts of scholarship, praxis, concientização, and liberation that resultfrom their overlap. Hassan’s model of learning-assessment interactions is overlaid, with theoverlap taking the form of reflection as an assessment method and action as a learning method”[13
, adaptational, or causal process. Due to the limitation of space and relevance tothe purpose of this paper, focus will be placed on the developmental and compositional modelsof intercultural competence. Developmental models are rooted in the recognition that intercultural competenceevolves over time. An influential example is the Developmental Model of InterculturalSensitivity (DMIS) created by Milton J. Bennett [10]. There are six stages in the DMIS modelwhere interactants progress from relatively ethnocentric understandings of other culturesto a more differentiated, sophisticated and ethnorelative comprehension and appreciation:“Denial” reflects attitudes that only one’s own culture is in some sense real or legitimate, whileother cultures are
(Curiosity, Connections, Creating Value), as well as the additional areas identifiedin the eKSOs of communication and collaborations.2.1 Makerspaces developing curiosityStudent self-reflection essays have revealed that students feel that the multitude of resourcesavailable in the makerspace inspires curiosity [11], potentially by allowing students to developthe eKSO of Explore multiple solution paths. While no research was found that systematicallyexamined curiosity development due to the makerspace, two of the eKSOs under curiosity areDevelop a propensity to ask more questions and Be able to formulate salient questions. Tomko’scase study analysis of students in the makerspace highlights that a student “asks question afterquestion, and this method
sustained faculty changes, including their awareness and carerelated to students’ success, their readiness and implementation of online teaching pedagogy, andtheir initiatives in creating inclusive learning environments for diverse student needs. Resultssuggest the importance of fostering and sustaining change by creating collaborative spaces forfaculty to reflect on and support each other’s teaching practice. A departmental Community ofPractice (COP) related to teaching provided faculty with existing space, norms, and practicesupporting each other in reflecting on, adapting, and improving their teaching to support theneeds of diverse learners. We share our findings and implications in a traditional lecture.IntroductionThe emergence of COVID-19