summer bridge program was to smooth the transition for incoming engineeringgraduate students who were both demographically underrepresented and matriculating from a differentundergraduate university. Given the unique challenges these individuals face upon entering this newcontext, the experiences of past graduate students were leveraged to inform the development of thesummer bridge. A group of current engineering graduate students who were primarily fromunderrepresented groups (i.e., women and racial/ethnic minorities) identified key areas where graduatestudents new to the university (i.e., those matriculating from a different undergraduate program) mightbe disadvantaged and need further support. Through personal reflection and discussion with
, and Technology (ICAT). Her research interests include interdisciplinary collaboration, design education, communication studies, identity theory and reflective practice. Projects supported by the National Science Foundation include exploring disciplines as cultures, interdisciplinary pedagogy for pervasive computing design; writing across the curriculum in Statics courses; as well as a CAREER award to explore the use of e-portfolios to promote professional identity and reflective practice.Dr. Marie C Paretti, Virginia Tech Marie C. Paretti is an Associate Professor of Engineering Education at Virginia Tech, where she co- directs the Virginia Tech Engineering Communications Center (VTECC). Her research focuses on com
course, students on averageanswered 90% of these questions correctly, reflecting an average increase of 38%. Thiscorresponds to an average normalized (Hake) gain12 G of 0.79; in other words, students achievedon average 79% of their possible learning gain on this assessment instrument.As is customary with concept inventories, learning gains were somewhat more modest asmeasured by the MCI, with average scores increasing from 44% pre to 61% post, an averageincrease of 18%, and a normalized gain G of 0.32. Although this indicates that only one-third ofthe potential gain in conceptual understanding was realized on average, these results comparefavorably with those reported by others for the MCI. During initial development and testing ofthe MCI
(VTECC) and CATALYST Fellow at the Institute for Creativity, Arts, and Technology (ICAT). Her research interests include interdisciplinary collaboration, design education, communication studies, identity theory and reflective practice. Projects supported by the National Science Foundation include exploring disciplines as cultures, interdisciplinary pedagogy for pervasive computing design; writing across the curriculum in Statics courses; as well as a CAREER award to explore the use of e-portfolios to promote professional identity and reflective practice. c American Society for Engineering Education, 2016 Disciplinary Influences on the Professional Identity of Civil Engineering
demos. 4. Subsystem-level and system-level demos: it was expected that there would be more than one integrated demos of two or more subsystems. 5. Evaluation plan and measured results: a list of specific metrics, at least one test procedure for each metric, desired levels for each metric, and measured levels for each metric 6. Delivery and hand-off: a major point of this whole collaboration was to create a system that would be handed off to L&IT to be polished, deployed, and maintained over time. An official hand-off meeting with discussion and questions was a major milestone for the end of the project. 7. Reflection on the process and productEach of the project milestones was evaluated by a rubric
issues, through conversation, sharing, and inquiry [10]. The participants in this study acted as coresearchers who thoughtfully reflected on their own experiences in navigating and completing at least one STEM degree and working in STEM related areas. There are many approaches to using narrative in research, but a personal narrative, can also be considered autoethnography. Narrative in research is generally focused on producing some version of text, whether spoken or written, to represent the sole data source for another party to evaluate and assess the meaning. Autoethnography, however, prompts the narrator to do the work of connecting their own story to theory, in order to explain a larger social reality. In this study, the narrative
, and was predominantly Caucasian (55%) or Asian (24%), with ethnicdistribution varying across schools. Participants were predominantly African American at theHBCU, predominantly Caucasian and Asian at the Research institution, and mostly Caucasian atthe three remaining schools. The mean age of the sample varied between 19.7 and 22.1 yearsamong the five schools.After completing the survey, respondents were recruited to participate in follow-up focus groups.A total of 175 students participated in focus groups across the five campuses. Focus groupparticipant demographics closely reflected the survey participant pool at each institution. Focusgroup participants were recruited in the Fall 2010 and Spring 2011 terms, after surveys werecompleted. The
instructor was strict with punctuality and had control over class participation. On theother hand, he made students participate and asked questions that made students think andengage. Often our interviewees compared their positive experience in their second semesterwith negative ones in the first semester. They criticized the distant and blackboard-focusedinstructors they had in their first semester. Student also pointed out that they did not believeinstructors took into account the fact that there were some important differences regardingthe academic preparation among first year students.Self-awareness and Self-efficacy When students reflected on their moments of crisis and how they overcame it, all ofthem suggested that their failures were
included a claim inan engineering context, which was a suggestion or decision related to the engineering design,plus at least one other element of an argument (data, warrants, backing, modal qualifiers, orrebuttals) was coded as EBR for this paper.Coding for EBR occurred within two types of data: student conversations and worksheets.Conversational instances of EBR were identified in terms of episodes since they reflect the back-and-forth dynamics of conversation. As such, some episodes contain multiple interweavinginstances of reasoning from evidence, but because of this interrelated nature, each episode wascoded as one instance of EBR. When coding worksheets for EBR, each individual instance ofEBR was coded separately since worksheets are a form
, homework, reports, and practical applications onthe job. By calling them practice sessions and tying them in with lectures, homework, andmultiple weeks of overarching topics based on a scenario, we have tried to make the sessions feellike less of a class and more of a “practice for after you graduate” atmosphere which stresses thatthe skills and experience will be useful later and reflective of what engineers do after graduation.A set of learning goals, split into 9 subcategories, was set up for all four courses anddistributed/grouped over the courses so it would match with the course content covered andtechnical skills learned to date. The MEP-1 course takes place in the first semester of thesophomore year and Statics is a pre-requisite or co
semester, giving them anopportunity to interact with local community leaders. Prior approval of the community serviceplanned is required. Regular interactions of this kind will build the students’ networks, enhancetheir social skills, enhance their appreciation of the value of service to the university andcommunity, and reflect positively on the university and the FSSP. The FSSP includes proactiveand just-in-time mentoring of three types: peer mentoring provided by the University ofCincinnati’s McNair RECON Peer Mentor Program, mentoring from an assigned S-STEMproject faculty member, and research mentoring provided by the University of Cincinnati’sOffice of Undergraduate Research, Scholarly Endeavors and Creative Practice (URSC). Thesethree
enough rise time, so a simple switch is constructed from touching the W1 wire to theRS lead to create a step excitation. A long coaxial cable was utilized to allow the voltage ringing,which is due to the low oscilloscope bandwidth, to die out and reach steady state in betweenroundtrips of a transient. Figure 2a shows the oscilloscope capture of a transient on an open-circuit load ( RL ). An input voltage divider is apparent (2.5V transient launched on thecable), and the cable is shown to have a roundtrip delay of approximately 200ns, after which thereflected wave reaches the source and changes the input conditions. Calculations from themeasured voltages indicate an impedance of Zin Zo 50 before the reflected wave reachesthe source, and
more if briefactivities are introduced into lectures. Felder3 makes broad recommendations on howengineering teaching can be improved. Felder and Silverman4 argue that though students allhave different learning styles, and a small number of techniques can meet the needs of moststudents. They recommend using material that emphasizes practical problem solving andfundamental understanding. They also discuss the importance of reflective learning (along withactive learning). The author’s initial vision was to bring a can crusher to class and let thestudents answer some questions about mechanical advantage, thus extending familiar contentfrom their Statics course (drawing free-body diagrams, balancing forces and moments) to an ideathat was brand new
with LEGO Mindstorms software and Excel. Thesoftware allowed the teams to program the robots, collect the data, plot a graph and come upwith a hypothesis about the time the robot would require to traverse an arbitrary distancespecified by the faculty and/or an undergraduate student leader. The teams who did the mostaccurate predictions won prizes. After the competition ended time was allotted to reflect on theexercise and the lessons learned.In the last part of the orientation, students watched some highlights from videos related to robotapplications previously collected by the faculty and the undergraduate students planning theorientation. A magazine article15 related to humans and robots interaction was provided as areading. Freshman engaged
mechanics to a mathematicaldescription. These kinesthetic/tactile activities can be directly connected to deeper thinking aboutthe how and why of the results.14,15 This type of activity reflects a fundamental aspect of theengineering modeling process where an engineer observes a physical phenomenon, e.g.mechanical behavior of a material, and develops ways to quantify the behavior to use in apredictive manner in the future. It is important to note that in this paper we use the termkinesthetic learning or hands-on activities to mean a physical activity that is meant to teach aconcept and develop a deeper understanding of the material, not just the performance of a skill orobservation of a phenomenon.The scope of this paper focuses on the conceptual
with theircurriculum10.Pedagogical GoalsThe touch synthesizer workshop began as a means to fill a gap in the existing UniversityElectrical and Computer Education and to enrich student experiences beyond the classroom byteaching surface mount soldering techniques. By introducing electronic assembly, analysis, andrework, in the context of making sound and music, we aimed to inspire students to connect theirinterests, hobbies, and passions with their chosen field of study, even if they are traditionallyisolated practices11. We hoped to draw a diverse audience that reflected the varying perspectiveson these practices, and encouraged high school outreach and pre-college involvement. Wewanted participants to gain exposure to manufacturing processes
identity are allowed to naturally separate themselves in this picture of theexperiences of the individuals. For example, students may be traditionally identified as comingfrom one or more underrepresented groups in engineering and, hence, assumed (wrongly) tohave some “different” attitudes about engineering, without attention to the diversity within suchgroups. Instead, the TDA approach allows for the “normative” or popular attitudinal clusters tobe first identified in the data, and then traditionally underrepresented individuals will appearwithin these attitudinal clusters in a way that is faithful to each individual's response (e.g., atraditionally underrepresented student who reflects dominant attitudes towards engineering willappear in that
studied innovative teaching methodology inthe past forty years. Though, the definition of experiential learning has changed quite some overthe years, the main motivation stayed the same since was first defined by Dewey (1971):“thestudent learns by doing”. Therefore, if the students are immersed in an environment where theyare mentored to reflect, collaborate, and assess (Qualters, 2010), learning may then become alifelong process. According to Kolb and Kolb (2005), experiential theory allows students toapproach learning as a holistic process of adapting to the world. Hence, they, not only comprehendinformation more effectively, but also take active roles in creating further knowledge throughsynergistic interactions with their environment.One
- Pre-/post- with students’ science learning? based Classroom Knowledge Tests Observational RubricTeacher participant dataInterviews. Semi-structured interviews (n=20 total) were conducted at the beginning and end ofthe school year to identify and characterize teachers’ perceptions of engineering design,expectations and reflections of task implementation, and challenges they experienced throughoutthe year. Analysis and interpretation of teacher interviews involved the use of grounded theory.18During this process, members of the research team focused on identifying indicators of conceptsand categories that fit the data. Repeatedly
construct elements of a program, and a built-insimulator.4 The simulator allows the user to observe and test the behavior of the programthroughout execution by watching memory elements change in response to the environmentand/or user input/actions. Once the program has been thoroughly tested with the simulator, theIDE is used to download the program to the actual controller.Figure 2 shows the eight key symbols that may be used in a flowchart. As with traditionalflowcharts, the shape of a particular block denotes its function. For example, the two diamond-shaped symbols, compare and decision, reflect branch points in the program logic from whichthere are two exits
, completed two of her four professional development requirementsby presenting at High Schools That Work and in a department meeting at her school, Felicity-Franklin. However, she also chose to provide one-on-one mentoring to a fellow teacher from herschool by meeting with her and explaining the pedagogies associated with the program. Thatsame teacher, BF, decided to apply to the program, was accepted, and now serves as an advocateof program pedagogies throughout Felicity-Franklin.BF made a tremendous impact on one particular science teacher in her rural school throughprofessional development. She mentored “Holly” through the process of creating andimplementing two engineering design challenge units and reflected upon the experience: My first
to illustrate a point. In describing how she would identifywhat needs to be and can be done related to a particular problem, Olivia referred to “whateveryone would say to do” (a literature search, in this case), which highlights again an emphasison what others might do in a given situation, but is also a rather simple answer that seems tosuggest a straightforward, “correct” way to address a problem.Category 2. Defining the middle of a continuum is perhaps the most challenging and allows forthe most variation. The responses in Category 2 reflected a range of themes and emphases.Overall, participants whose responses fell into Category 2 demonstrated a greater awareness ofelements that might be considered key to embarking in engineering
not necessarily reflect the views of the BETHAEndowment.Bibliography1. Missiuna, C. & Pollock, N. (1991). Play deprivation of children with physical disabilities: The role of the occupational therapist in preventing secondary disability. The American Journal of Occupational Therapy, 45 (10), 882-888.2. Besio, S. (2004). Using assistive technologies to facilitate play by children with motor impairments: A methodological proposal. Technology and Disability, 16(3), 119-30.3. Jones, M. A., McEwen, I. R., & Hansen, L. (2003). Use of power mobility for a young child with spinal muscular atrophy.” Journal of American Physical Therapy Association, 83(3), 253-262.4. Casey, J., Paleg, G., & Livingstone, R. (2013). Facilitating
< 1 hour commute: 20% variable > 1 hour commute: 21%Our sample reflects the population of undergraduate students enrolled in the faculty ofengineering in terms of year, program and sex. No population level data was available in thefaculty’s annual report on our other two demographic variables: ethno-cultural identity andcommuting distance.FindingsOverall, we found that undergraduate engineering students who engaged in a range of non-classroom activities reported significant gains in their engineering skills, leadership skills,engineering identity and leadership identity. We present our findings in greater detail
otherneighboring cities of Montebello, Downey, La Puente, Norwalk, City of Industry, and easternLos Angeles. It is a federally designated Hispanic Serving Institution (HSI).The total enrollment (unduplicated annual headcount) is approximately 27,000. As its district ismore than two-thirds Hispanic, the students reflect the demographic; 67.7% of the studentsidentify as Hispanic. Among first-time students, 76% state that an academic degree or transfer toa four-year institution is their educational goal; however, 98% of them assess into a basic skillsmathematics course.2 The college is ranked 24th nationally for the number of Associate degreesawarded to Hispanic students.3STARSS ObjectivesThe purpose of STARSS is to support academically talented, financially
, improvements to reflect updates to industry-academic curriculumrecommendations subsequently published by IEEE Computer Society, INCOSE (International Council onSystems Engineering), and others as well as improvements to better address faculty and student inputssuch as a richer treatment of Bayesian, and future plans to embrace industry advisory board inputs suchas treatment of Big Data Analytics.In the BeginningBoeing approached us in 2002 with the observation that the US defense and aerospace industry wouldbe experiencing a large number of retirements of systems engineers in the very near future and thatAcademia needed to step up to the challenge and provide the education needed by their replacements.Conversations were held then with representatives
Movement isdefined by the Maker Media brand may be excluding the culturally-embedded making practicesfound in communities of color. Early analysis of focus group and interview data with membersof communities of color reflect this lack of alignment between their perceptions of making intheir every day lives and what is commonly portrayed as Making within the Maker community.Using Gee’s theory on Discourses, it is possible that the branding of Making by MAKEMagazine results in a limited definition of making focused heavily on electronics andmechanics. We argue that a return to a more inclusive view of making – one characterized bycreative, innovative, and generative processes found within all cultures, and values andhighlights examples of innovation
unfolded. Although theresponses varied, most students did an excellent job on this discussion. The in-class discussionlikely helped the students with their responses to this question. Overall, most students appeared to have devoted thoughtful consideration to the assignment.This was reflected in the strong grades received by the majority of the students: 63% of thestudents received an A (>90%) and 26% of the students received a B (80-90%); there was only asingle student who earned a C (70-80%) and one who received an F (50%). In order to encouragethe students to more fully explore these complex issues, they were instructed on four of the sixquestions that their answers should exceed a full page in length (single-spaced, 12-point font).Thus
betterunderstanding of racism in the same way sociologists do, for example. However, by not namingracism, we allow racism to persist.Data Driven ResearchData driven research is crucial to elucidate many pathway impediments in engineering, informthe community and move toward strategies for improvement. It is important that this researchtakes multiple forms: large quantitative studies, small qualitative investigations and personalself-reflections. We need to expand the categories of data we collect, where possible, includinggeneration in college status, veteran status, disability, LGBTQA (lesbian, gay, bi-sexual,transgender, queer or questioning, and ally or asexual). We also need to collect demographicvariables aligned with our current understanding of
the last class and the cue is thetelevision. The routine is to turn it on, and the result is to relax and catch up on things.This leads to the next cue, which is hunger and the routine is to go out for a quick mealand the result is feeling good. Late that night, he/she finally gets to work on somehomework and it is probably that which is due tomorrow. The work is difficult, given thelate hour, and the quality reflects neither the student’s ability nor desire. Therefore, youadvise the student to use the method shown in Figure 6 to replace his/her bad homeworkhabit with a good one. Learning a new Habit Recognize cue: conscious mind decides