techniques in academic areassuch as writing/composition, science education, and geography instruction. The areas of designand technology have proven to be especially effective topics for ACJ assessment, and are ofspecial interest to the authors.This introductory paper examines the fundamental principles of comparative judging andadaptive comparative judging, and discusses some of the most recent and relevant research onthis topic. Key web-based ACJ tools and products are briefly reviewed—especially as they relateto academic settings. Applications in the areas of portfolio evaluation, graphics assessment, andpeer critiquing are also explored.Adaptive comparative judging has proven to be a method or assessment tool that is relativelystraightforward to
approach to teaching engineering inother commonly taught K-12 disciplines [18-20]. Another common argument is that engineeringskills should now be considered for all students, much as reading, writing and mathematics [21,22], and this is sometimes positioned as an early recruitment tool, with the idea that studentsmust be recruited prior to losing interest in STEM.Figure 1. A synthesis of common high level motivations for, desired outcomes of, barriers to,strategies for, and measures of K-12 engineering education.This paper synthesizes literature on formal and informal engineering education in K-12 settings.Specifically, we focus on outcomes related to (1) developing interest and/or identities inengineering, including in (2) engineering careers
computer aided learningpackages to promote enquiry-based learning by assigning tasks relevant to industry. Studentsreported improved conceptual understanding, teamwork abilities, and peer/self-assessment skills(Glassey and Novakovic, 2013).Researchers Grant and Dickson (2006), on the other hand, looked at personal skill developmentin graduates to meet employer requirements through two surveys. Their findings were thatchemical engineering graduates and their employers did not see entry-level engineers as meetingworkforce requirements in transferable skills, but did have more than sufficient chemicalengineering principles knowledge and subject-specific skill development. Grant and Dicksonwent on to suggest helping students develop transferable
to students and pointed out, “it would have been good to see more interrogating of student ideas and less noting.” Formative assessment also influenced the game’s design because it provides teachers opportunities to metacognitively examine their ideas and goals, helps students reflect on their learning, and develop the agency of other students as instructional actors (e.g., through peer to peer learning) [7][8] . Teachers Students 1. The game sparks conversations that allow for a focused
. Finally C is introduced to complement the basic programming skills developed with Python andMATLAB. C offers insights into more advanced computer science concepts such as explicit data typing,pointers and memory allocation. Further, it provides more control of hardware like obtaining data fromsensors and regulating motors connected to embedded control systems. Teams also use RobotC withMindstorm mechatronic systems during their second semester term projects. Introducing first year engineering students to multiple programming languages may seemdaunting. To meet this challenge the instructional model for this course leveraged the benefits ofproblem based learning, peer instruction and studio learning to provide students with an effective
strong data that could indicate best practices, and which do not? Format of Final Product: The team would spend one (or if desired, two) semester(s) developing a set of critical areas for further investigation, culminating in an article suitable for a peer-reviewed journal.additional references, each, to clarify their portion of the outline. To share his or herfindings, each student used a 5-slide PowerPoint presentation to explain what he or shehad learned. The DoS participated via teleconference in the instructor-facilitateddiscussion. Then, for four weeks, each student worked independently to write a five-page, singled-spaced, draft document with a minimum of fifteen references, each, thatclarified his or her
program and unique approaches relative tosimilar programs at peer institutions. We seek a broad systems perspective on addressingenvironmental issues, with a focus on ecological interactions and resilient designs that take intoaccount complexity and connectivity between systems. In the undergraduate curriculum, thisphilosophy drives the early focus on systems thinking and systems understanding and leads tothe inclusion of significant course requirements in ecology, sustainability, and industrial ecology.These course requirements are in addition to those typically found in Environmental Engineeringprograms at peer institutions. A complete list of the program objectives, student outcomes anddetails about the EEE degree requirements are included in
learn” remains to be one of the biggestchallenges college students face in their first year, especially when we take nation-wide readinglevels into consideration (US Department of Education, NAEP, 2015). In Fall 2015, a “MindDump” pedagogical strategy was implemented to encourage students to read the class material forpre-exposure. The students have 4 minutes and 33 seconds of silence in class to write downeverything they can remember from their reading (Whitman, 2015). Mind Dumps are used as cheatsheets during exams. The same procedure with the addition of guided reading questions wereadapted for the Spring 2016 semester. Aggregated survey results from the first two semesters(N1=78, N2=75) showed that about one third of the students Agreed
challenges students’ understanding and reinforces their knowledge.A key learning approach implemented in this method is collaboration, where students work withtheir peers to complete the required tasks, as opposed to working individually. The effectivenessof collaborative learning compared with individual learning has been established in other studies.In a meta-analysis of 168 studies, Johnson et al. [7] found that collaborative learning activitiesimproved academic achievement, quality of interpersonal interaction, improved self-esteem, andimproved perceptions of greater social support. Similarly, Springer et al. [8] found thatcollaboration improved academic achievement, student attitudes, and retention in academicprograms. The peer learning that
to utilize the tool. Therefore, the logistics ofclassroom integration are greatly reduced. Figure 3.1 depicts the interface with a whiteboard(left) and a chat window (right). In GLASS, the whiteboard is used by the team to collaborativelyconstruct the solution to a given Challenge Problem. The chat window is used by team membersto share resources, discuss their approach to the problem, and reach a consensus when ready tosubmit for grading. Although Google Docs has been adopted in teaching and learning in higher Figure 3.1: Etherpad text-based collaboration tool depicting integrated Whiteboard and Chat windows.education for group projects, collaborative writing, peer review, and others in various disciplines[26-28], Etherpad added increased
conducted in 2016by the University of Washington (UW) Center for Evaluation and Research for STEM Equityfound that awardees “found the grant writing process to be beneficial in helping them refineand package their ideas, build relationships with mentors, and develop literature reviews.Some of the grantees found themselves using parts of their proposal for federal grantproposals.” The UW evaluation also identified the following career impacts from theawardees: Internal and External Collaborations Strengthened, Mentorship by Grant Mentorsand Peers Benefitted Grantees; Increased Confidence in Expertise and Dissemination ofWork; Value and Influence Manifested as Respect, Credibility, and Leadership Potential;Leadership Experience Built Tangible Skills
freshmen: Introduction to Sustainability, Rhetoric andComposition, and Introduction to Design. To faculty, the interconnections of these classes areclear and essential to the domains of sustainability, sustainable engineering, and sustainabledesign. In the first three years of the HERE program, however, students tended to see these coursesas only tangentially related. Having students write a proposal to improve sustainability, for 1instance, was seen by students not as an essential engineering skill, but as a composition taskunrelated to “doing something,” which uses engineering skills. As the mismatch betweenobjectives on syllabi and comments on
students to weigh trade-offs betweenresponsiveness and excessive motion. In order to assess the value of collaboration in thesequizzes, we contrast student gains on one scenario-based quiz completed individually to thosecompleted collaboratively. We evaluated pre-test performance and conceptual growth using avalidated concept inventory [1]. Students also completed a pre/post measure of their abilities toco-regulate their work as members of a group. We found that students showed improved co-regulation abilities, performed lowest on the individually completed quiz, and that the studentswho began with the lowest scores on the concept inventory had comparable outcomes to theirhigher-scoring peers. Collaborative quizzes are well aligned to active
intentionalinvestment over the summer to orient and prepare new faculty members prior to their firstinstructional class with students. This strategy of integrating new faculty into the institution andof developing a classroom training environment has paid dividends with instructors havinggreater success during their first semester of teaching. New faculty members are given theopportunity to understand their role in the larger institutional outcomes, to learn best practicesand techniques, and to practice teach with their peers and mentors, allowing for refinement,before their first class. The department’s faculty development strategy has been recognized bythe Dean and shared with other departments as an exemplary approach to preparing faculty toteach. Written
Accessibility Caucus, Purdue’s Student ASEE Chapter, andGeorgia Institute of Technology’s Lean In Chapter will present their ideas on what helps create asuccessful graduate community. The common findings of all organizations are consolidated intocategories of funding, recruitment, evaluation of success, and best practices for graduate studentorganizations.Tulane University: Women+ in Science and EngineeringBackground and DevelopmentTulane University’s Women+ in Science and Engineering (WISE), a graduate student andpostdoctoral fellow initiative, will conclude its first full year in June 2017. At the ASEE 2016conference, two graduate students and a Tulane Assistant Professor identified a critical need forgraduate student and postdoctoral peer
, student-organization offices, informal spaces, etc. — should be thoughtof in terms of whether they allow students, no matter their focus within engineering,to develop boundary-spanning abilities like experimenting, writing, speaking, andcollaborating. Then they should be connected in a way that maximizes these functions.At Virginia Polytechnic Institute and State University, commonly known as VirginiaTech, the SmithGroupJJR-designed Institute for Critical Technology and AppliedScience II is organized expressly around the concept of interdisciplinary research. The42,189-square-foot building completed in 2010 includes state-of-the-art laboratoriesand auxiliary spaces that support both applied and fundamental research. Oakland University School of
needs in their areas.BackgroundCreating a wellness culture, connection, community, and professional sense of belonging arevital elements to all graduate students from the most well-adjusted and engaged to the mostdisenfranchised and fragile. Sense of belonging includes fit in the academic discipline, beingrespected and valued by peers, in the research group, by the faculty, and program representatives.Wellness initiatives not only lead to more engaged and productive students, the initiatives areassociated with increased retention and completion rates (Okahana, H., Allum, J., Felder, P.P., &Tull, R.G. 2016). Creating a thriving culture also enhances recruitment and increases enrollment.Mind, body, and spirit are integral to both health and
priorities. Second, most students wanted toimprove their academic writing skills, but few took ownership to write on their own. This is notunusual for busy graduate students, however programs exist to assist graduate students withbecoming better academic writers so a decision was made to include such as effort. To that end,a graduate student writing consultant, one that has been trained in supporting graduate studentsin the writing process, has been brought in to conduct weekly writing sessions with cohort 2where various topics are discussed and writing is peer reviewed. Students are required to engagein both the learning community and writing community in the future. We will continue tooptimize the interdisciplinary graduate education program as we
increased the score to pass the Calculus 1 readiness test in summer2015.)A. Voluntary Pre-First-Year Six-Week Academic Summer BridgeTarget Audience: Entering first-year students who did not pass the Calculus 1 readiness test. All42 eligible students invited, but participation was optional. In the only year offered (2014), ninestudents participated.Cost for Students: meals, insurance, booksCost for the University: faculty stipends, student housing, 20-hour per week peer mentor,transportation for field tripsAcademic Integration Component: Students complete Pre-calculus II so that they can begin thefall semester on track with their cohort. They also complete a second course within theUniversity’s core curriculum.Social Integration Component: Ice
introductory engineering course required by multiple programs in the College ofEngineering [Kunberger and Geiger, 2015, Kunberger, Geiger and Reycraft, 2016]. One aspect,the addition of Mentor TAs, was intended to develop informal near-peer mentor experiences,considered a “practice-based” mentoring initiative [Packard, 2016]. These students would servenot only as a traditional TA in providing feedback on course deliverables, but would also serveas a mentor within this first course in engineering in order to increase retention and promote amore inclusive culture in the college.The most recent evolution of the introductory engineering course added a summer trainingworkshop for course Mentor TAs. This 30-hour workshop took place over a one-week period
purposefully avoidstreating minority gender identities as an afterthought13,25. The ability to select as many labels asappropriate prevents situations in which a respondent might have to choose between “Male” and“Transgender Male,” a situation that can be alienating. Our approach also balances length withinclusion13. In this configuration, a woman who identifies with her biological sex would be ableto select both “female” and “cisgender” to describe herself. If an individual’s gender identity didnot fall into the categories listed in the survey, they were prompted to write in their specificidentity next to “a gender not listed.” The phrasing of this item was crafted to treat write-inresponse as equally valid as the other options provided13.We defined
Technology (CWIT) at the University of Maryland, Baltimore County. She is currently on sabbatical leave as a Visiting Professor in the College of Computing and Information Sciences at Northeastern University. She received a Ph.D in Computer Science from the University of North Car- olina, Chapel Hill and an AB in Computer Science from Harvard University. She established an interna- tionally recognized visualization research program supported by over $9,000,000 in external funding as PI or CoPI, including the NSF CAREER award. Dr. Rheingans has over eighty peer-reviewed publications, including the NIH/NSF Visualization Research Challenges report, published in 2006 by IEEE. Dr. Rhein- gans co-chaired the papers program for
facilitation of activities (before and while visiting K-12 students), writing skills used when preparing an outreach activity proposal (to includespecific instructions on how to adapt it to fit the needs of the community partners) and withwritten reflections of the experiences from the visits to the K-12 classrooms. The schedule of thecourse included four to six visits to the K-12 selected schools to nurture the development of atrusting learning environment. The EGR 299 S course was also a creative way to engage andimprove retention of CPP engineering students.E-Girl eventIn 2013, when funding was obtained to develop the “Hispanics in Engineering” program, the E-Girl event was created by two CPP female engineering students (Hadasa Reyes, a
Whitaker Foundation, CDMRP, NIH, NSF, aswell as industrial sponsorship her research program has had more than 60 mentees and has national collab-orations with Michigan State and Mayo Clinic as well as international collaborations with Trinity CollegeDublin and Queens University Belfast. Dr. Haut Donahue has more than 65 peer-reviewed publicationsand is current Associate Department Head for Undergraduate Studies for the Mechanical EngineeringDepartment at CSU. Dr. Haut Donahue was awarded the Ferdinand P. Beer and E. Russell Johnson Jr.Outstanding New Mechanics Educator Award from the American Society of Engineering Education forexceptional contributions to mechanics education. Dr. Haut Donahue is a fellow of the American Societyof Mechanical
published by the National Science Foundation, How People Learn [1]effectively communicates the characteristics of an ideal learning environment as (a) knowledge-centered, (b) learner-centered, (c) assessment-centered, and (d) community-centered. “Briefly, alearner-centered approach attempts to expose students' prior conceptions and connect newlearning to them; a knowledge-centered approach promotes conceptual understanding andorganization of the knowledge; an assessment-centered approach gives frequent opportunities forformative feedback; and a community centered approach uses students' peers in the learning andalso attempts to connect students to the way professionals might work” [11]. Active learning,cooperative learning, peer-led team learning
their technical, communication, and collaborative skills. We believe that this mediumpresents exciting opportunities for students to apply learned skills to real-life situations and thatfindings from this study are transferable to other types of learners.2. Related WorkMinorities, women, and individuals with disabilities are historically underrepresentedpopulations in STEM. The STEM workforce, and particularly computer science and engineering,have a disproportionate amount of white, male representation as compared to their peers. Overthe past several decades, researchers have studied the disparity of representation in STEM fields[2]. Despite these efforts, the participation levels of individuals with disabilities and minoritiesremain
interactions among students, peers and faculty; and 4. to improve motivation and commitment to career and academic goals.BackgroundIn May 2012, Allan Hancock College (AHC), a community college in Santa Maria, California,received a five-year, $599,929 award to fund a scholarship program for STEM students:Scholarships in Engineering, Science, Mathematics and Computer Science (SESMC,“Seismic”). SESMC is a competitive need-based and merit-based scholarship sponsored by theNational Science Foundation (NSF), open to continuing AHC students in the following STEMfields: Biology, Chemistry, Geological Sciences, Physics, Computer Science, Engineering, andMathematics. The intent of the project is to aid academically talented but financially challengedAHC
an important consideration in qualitative research efforts, as itserves as evidence of the integrity of research findings19, 20. There are various ways to establishtrustworthiness, and Creswell (2012)15 recommends using at least two in each study. We usedtriangulation (multiple investigators/coders analyzed the data) and peer examination (a peer whowas not involved in coding examined the meanings and interpretations that were applied to andemerged from the data) to establish trustworthiness19.Results and DiscussionThe primary purpose of this study was to describe the learning experience in a large Mechanicscourse from the students’ point of view, and to see how it aligns with perceptions expressed byfaculty who taught some of the courses
(2012) writes of ‘invisiblebarriers,’ related to sociological/psychological constraints. The author argues that local publicpolicy platforms are needed so as to ensure that women engineers have a space to put theirSTEM skills into action within the workplace (Qayyum, 2012).Gulf ContextWithin the Arab Gulf region alone, women comprise 60% of engineering students in universities,double the percentage of female engineering students in the U.S. and Europe (Durrani, 2015).Unfortunately, this does not translate to the same percentages in the workforce after graduation.For example, in Qatar, women make up less than 12% of the workforce (Yahia, 2012).Participation of women in the workforce, and particularly related to STEM fields, havenevertheless been
workshopsthat the CTL puts on during the year. Other than being an active participant in these trainingactivities, it is important to get on the listserv for subsequent CTL workshops as well as developfriendships with students in/outside of your home department that you can coordinate with (andprovide peer motivation to) when planning to attend the workshops.Review the subsequent emails that come from the CTL, and make efforts to attend workshopsthat you feel will further your teaching skillset. To provide a few brief examples, topics caninclude: writing effective rubrics, integrating hands-on activities in lecture classes to promotediscovery-based learning, use of humor in the classroom, accessibility for students withdisabilities, implementing