Paper ID #26319Exploring Ways to Develop Reflective Engineers: Toward Phronesis-CenteredEngineering EducationDr. Jeong-Hee Kim, Texas Tech University Jeong-Hee Kim is Professor of Curriculum Studies and Teacher Education in the Department of Curricu- lum and Instruction at Texas Tech University. Kim is a curriculum theorist, teacher educator, and narra- tive inquiry methodologist. Her research centers on various epistemological underpinnings of curriculum studies, particularly engaging in hermeneutical excavation of the stories of students and teachers around the notion of Bildung, a human way of developing or cultivating
Paper ID #26638Using Reflection to Facilitate Writing Knowledge Transfer in Upper-LevelMaterials Science CoursesDr. Jennifer C. Mallette, Boise State University An Assistant Professor of English at Boise State University, Dr. Jenn Mallette teaches technical com- munication at the undergraduate and graduate level. In addition to working with STEM students in her undergraduate technical communication course, she collaborates with faculty in the College of Engineer- ing to focus on enhancing writing education in engineering courses. Her other research focuses on women engineering, and she has recently published the results of a
Paper ID #25678Making Connections Across a Four-Year Project-Based Curriculum: ePort-folios as a Space for Reflection and Integrative LearningDr. Chrysanthe Demetry, Worcester Polytechnic Institute Dr. Chrysanthe Demetry is associate professor of Mechanical Engineering and director of the Morgan Teaching & Learning Center at Worcester Polytechnic Institute. Her teaching and scholarship interests focus on materials science education, K-12 engineering outreach, gender equity in STEM, and intercul- tural learning in experiential education abroad. As director of the Morgan Center at WPI since 2006, Dr. Demetry coordinates
Paper ID #25409An Educational Framework to Promote Self-Authorship in Engineering Un-dergraduatesDr. Laura Kasson Fiss, Michigan Technological University Laura Kasson Fiss is a Research Assistant Professor in the Pavlis Honors College at Michigan Techno- logical University. She holds a PhD from Indiana University in English (2013). Her work has appeared in Victorian Periodicals Review, The Lion and the Unicorn, and The Cambridge Companion to Gilbert and Sullivan. In addition to her research on Victorian humor, she conducts higher education research and scholarship on issues of inclusion, reflection, and innovation.Dr
choices they will make upon graduation.We present a brief introduction to the literature on vocation and reflection in higher education,discuss our approach to teaching this material in our first-year User-Centered Design course, andexamine the impact of the activity on students through preliminary analysis of survey data. Wefind that students value discussion of these topics, but more work needs to be done to connect theconcepts of vocation and engineering.IntroductionWe have seen students on our campus operate with a split identity: they are engineers-in-trainingon campus, but may think of themselves as musicians, surfers, or political activists outside of theclassroom. The disconnect between engineering curricula and personal experiences can
Disney, reacting to 3Greenpeace’s video on NewBees[11], exploring the Kinetic Art movement[12], or exploring atheme from Frankenstein. To aid the students in the process of exploring a literary piece for design ideas, two mainadditions were added to the requirements for the project. The first was a structured way tointeract with the book that allowed students to document passages that could be used forinspiration in the design process, to convert these to a visual representation of a concept, and toverbally portray the connection between the design and the passage. These “reflection”assignments were accomplished through a type of two column notes. The second was to providea list of technical objectives for the robot. This allowed the
structure. This property distinguishes it from other prior attempts atdeveloping sociotechnical-based assignments in the literature, which have primarily focused on asingle course-context.The process of writing and implementing the assignment followed by the authors’ reflection andanalysis required for this paper elucidated many findings that are relevant to other efforts tointegrate sociotechnical concepts into core engineering science and design courses. Specifically,we identified barriers to sociotechnical integration which include addressing the diverse needsand objectives of our courses, managing different instructor backgrounds and biases, usingappropriate terminology which avoids reinforcing the dualism we are trying to address
Sky’s the Limit: Drones for Social Good courseincludes critical aspects that relate to multiple engineering disciplines, which allows students toidentify the connections between drones and their particular engineering concentration. Thecourse is also multi-disciplinary and encourages critical social reflection. Students consider abroad range of applications of drones with the goal of promoting social good. The courseculminates in an entrepreneurial project that incorporates knowledge and skills from severalengineering disciplines in the context of engineering for social good.Research has found that female, Black, and/or Latinx engineering students are drawn to pursuingcareers that they identify as promoting social justice and a greater social
contextualized curricula, spurring many technical programs to reform,for example by “humanizing” engineering, developing technical literacy in nonengineers, ortrying to produce more integrative socio-technologists.Several initiatives reflect the mid-to-late 1960s interest in educating “socio technologists” tobridge the gap between competing admiring and critical visions of technology; this period wasinformed by both the triumphs and the tragic consequences of WWII and Cold War technology.Wisnioski [7] calls this gap “a rift about the purposes of engineering and the nature oftechnology...sparked by a combination of changes in the organization, content, and scale ofengineering labor, and by a trenchant critique of technology from intellectuals, activists
particular skill after taking theworkshop and to provide feedback about the workshops, the workshop instructors, and their skilldevelopment in their engineering projects course. The data in the surveys is analyzed alongsidequalitative data from individual student reflections and focus groups to determine theeffectiveness of the workshops and how students report subsequently using those skills. Thegoals of this study are to 1) identify if and how students are using the skills developed duringskill-building workshops, 2) determine if and how those skill-building workshops affect studentsself-efficacy levels in engineering, and 3) generate suggestions for improvement to theworkshops to make them more equitable experiences for all students.BackgroundThe
learning and writing support long-term memory, pattern recognition, faster problemsolving and learner confidence. Writing, too, has been shown in cognitive research to aid inachieving learning outcomes when used in targeted ways, such as in self-reflective inquiry,wherein students are asked to reflect on knowledge gaps or invited to connect old informationand new. Industry stakeholders have also identified writing and communication as a key area forincreased instructional attention and improvement. These research findings and industry valuesare further institutionalized through ABET student learning outcomes, particularly (g):“[demonstrate] an ability to communicate effectively.” However, conventional technical writingcourses typically focus on
ASEE Paper_2019_Final - Google Docs concerns. As such, the co-instructors framed the seminar as helping the LAs (a) learn how to support their students, (b) learn how to partner with course instructors to improve students’ experiences, and (c) develop their engineering skills (e.g reflect on design process, facilitate teamwork, and consider social justice implications). This second iteration of the seminar maintained some of the same learning objectives as the pilot version of the seminar such as (1) identify and critically evaluate claims from readings, (2) carefully observe and document classroom events, (3) analyze classroom events and consider multiple plausible
between engineering faculty expertise and the requirements of preparing students to function well in diverse settings and promote inclusive practices. Possible Topics for Future Papers/Collaborations • Given that engaged reflection is essential for students to optimize their learning from intercultural interactions and other diversity interventions, what are the most effective pedagogical strategies for getting students to engage in meaningful reflection? How can we structure reflection assignments so that they are optimally timed, efficient, and focused while still allowing space for
(e.g., Critical Reflective Writing; Teaching and Learningin Undergraduate Science and Engineering, etc.) All of these activities share a common goal of creat-ing curricular and pedagogical structures as well as academic cultures that facilitate students’ interests,motivation, and desire to persist in engineering. Through this work, outreach, and involvement in the com-munity, Dr. Zastavker continues to focus on the issues of women and minorities in science/engineering. c American Society for Engineering Education, 2019 Work in Progress: Transformation through Liberal Arts-Focused Grand Challenges Scholars ProgramsAbstractThe National Academy of Engineering’s Grand Challenges Scholars Program
- cation with specific emphasis on innovative pedagogical and curricular practices at the intersection with the issues of gender and diversity. With the goal of improving learning opportunities for all students and equipping faculty with the knowledge and skills necessary to create such opportunities, Dr. Zastavker’s re- cent work involves questions pertaining to students’ motivational attitudes and their learning journeys in a variety of educational environments. One of the founding faculty at Olin College, Dr. Zastavker has been engaged in development and implementation of project-based experiences in fields ranging from science to engineering and design to social sciences (e.g., Critical Reflective Writing; Teaching and
. Their plans, actions, policymaking,reflections, and frustrations all aim to explore possible reactions to the challenges brought bythese dominant images. 1It is worth noting that the idea of dominant images is not an empirical concept. In other words,the dominant image active learning in American engineering education does not necessarily inferthat most American engineering schools and programs have adopted or developed active learningwell. Rather, dominant images often have normative value. Engineering programs and facultymay have different feelings about active learning, but active learning as a social image is relevantto their educational
several department-specific Comm Labs, 2)Brandeis’s centralized Comm Lab for their Division of Science, and 3) Rose-Hulman’sundergraduate-only centralized Comm Lab for students using a multidisciplinary, co-curricularspace. We then discuss these adaptations with a focus on how our different institutional profilesshape our Comm Lab design. Specifically, we draw connections between institutional data andthe disciplinary focus, scale, and institutional fit of each Comm Lab. We conclude by sharingdata about the Comm Labs’ success, reflecting on the importance of continued data collection,and considering the value of cross-institutional collaboration. Our conclusion reflects both thelimitations of our study and the need for ongoing research. These
: Numbers of papers mentioning "science technology and society” by year, with the emerging time period and the three time periods of high activity that we studied indicated In this study as in most other contexts, STS is a spectrum of concern and activity, not a clearlydelineated body of knowledge or activities. This spectrum is reflected within ASEE in thenumber of different divisions in which papers on STS have been presented. As Figure 2 2 illustrates, STS is taken up as a topic broadly across ASEE with greatest concentrations in (a)Technological Literacy and Technological and
grapplingof personal identity and existence in society.The acknowledgment and processing of these perspectives will be explored below using aframework of researcher racial and cultural positionality [4]. This framework will assist inpresenting the “seen, unseen, and unforeseen” [4] by beginning to (1) research the self, (2)research the self in relation to others, (3) engage in reflection and representation, and (4) shiftfrom self to system. By exploring these facets of our own personal perspective or positionality,we can begin to more adequately investigate the phenomenon of interest involving individualswith different life experiences than our own.Thoughts of Positionality from a Qualitative ResearcherA key practice that was established early in my
, arguing that the education system and cultural capital reflect the norms ofprivileged racial and ethnic groups [12]. Thus, students within the education system are expectedto know and operate within this set of cultural norms. However, students from different class,race, or ethnic backgrounds are less likely to know these cultures, and therefore operate at adisadvantage within education settings, such as “predominantly White universities [that]typically reflect White, male, middle-class perspectives” ([12], p. 95). As Dumais [13] explains,these students: might not be viewed as favorable by teachers, they might not understand materials or assignments that were based on the dominant culture, and they might opt out of education
inclusion (D&I) within professional formation inECE. We identified three tensions (push/pull dynamics of contradictions) that emerged from theparticipants’ experiences in the design sessions [10]. We conclude by discussing our emerginginsights into the effectiveness of design thinking toward cultural change efforts in engineering.BackgroundThe Evolution of Engineering CulturesTo enact organizational culture change, an understanding of the organization’s cultural valuesand norms is critical. Particularly within engineering contexts, Godfrey and Parker cautioned that“if the espoused values inherent in any proposed change did not reflect enacted values at an“operational level,” change would be difficult to sustain” [8, p. 19]. That is, any change
pedagogical benefits as wellas assessment and research data. Further, we extend the use of the concept maps themselves byincorporating participants’ written explanations of their post-course maps. Research on writing tolearn (WTL) suggests that such reflective practice can help deepen students’ conceptualunderstanding [14-16]; these written explanations, like the concept maps themselves, thus bothsupport student learning and enrich the data set.MethodsAs noted above, to assess graduate students’ understanding of both disciplinary concepts andconnections across disciplines, we use pre- and post-concept maps, administered at the beginningand end of the semester in the 3-hour course. Ethnographic field notes from both coursescomplement and contextualize
skills they had gained from their undergraduate experiences,and how prepared they felt to enter their jobs. Second, participants responded to weekly open-ended journal prompts in which they unpacked a significant challenge, accomplishment, orrealization. Questions were designed to ask participants to describe the specific event, theinvolvement of others, and their perceived learning as a result of the event. Third, participantswere interviewed at the end of the twelve-week journaling period. The interviews were againsemi-structured and designed to bring closure to the experience. During the third phase,interview questions focused on participant reflections of their experience in the school-to-worktransition and also provided space for them to
assignments Unpacking clarity Discussed terms like clarity and conciseness, trying to 5 (guest speaker) articulate what they mean Assignment design 6 workshop Workshopped assignments the participants brought in, discussed alignment with goals and ways to incorporate writing Assignment design process and scaffolding into the assignments 7 workshop Reviewed legal, ethical, pedagogical and research perspectives. Source use, citation 8 Did activities reflecting on multiple norms and the complexity and plagiarism of rephrasing technical
. Creating new courses and adding modules toexisting ones can be extremely valuable interventions. However, making socio-technical thinkingan integral part of existing technical courses is also a necessary approach to reduce theperception that “social” issues are not equally valued in the engineering 1,2. The efficacy of suchefforts has not been widely tested. This paper builds on our analysis of an effort to incorporate socio-technical systemsthinking into a required civil and environmental engineering sophomore level course to testwhether such interventions effectively bridge the socio-technical divide in engineeringcurriculum 3. Our previous study found that class activities spurred more reflection on socialfactors that influence
undergraduate engineering students perform in an ambassador role. From this point, ourprimary strategy was to conduct an online search of university websites of ABET accreditedengineering programs. This search yielded information about 102 ambassador-type outreachprograms2. The points of contact for all of the programs were then sent an invitation to completea short survey describing the focus, composition, and core features of their program (AppendixA). Thirty programs reflecting universities in the north, mid-Atlantic, south, mid-west, south-west and north-west of the United States responded to this survey. From this group,representatives of 18 programs attended either one of two in-person workshops or an online1 Please contact Dr. Joanna K
grammar, punctuation, and usage. Adownside is that the assignments do not reflect well what the students experience asprofessionals because not only is the scope of the documents defined by the students (rather thanby a manager) but also the students receive little feedback on the technical accuracy of thecontent. Another common model, often used sequentially with the first, is that engineeringstudents learn technical writing through a writing-intensive design or laboratory course. In thismodel, while the students experience writing assignments more closely aligned with what theyexperience as professionals, the instruction on writing in larger such courses is often limited toonly a few class periods [5]. Moreover, students in larger courses often
survey results, and written responses to reflection questions posed tostudents as routine course assignments. All data collection instruments and methods have beenapproved by the local Institutional Review Board (IRB). Each student in the pilot course (Y1 andY2) had the option of having their data included or excluded from the dataset analyzed by theresearch team.The types of institutional data collected include student demographics, course outcome,performance and persistence metrics. The institutional dataset is pulled from campus sourcesafter each subsequent academic term so that longitudinal student performance and persistencecan be tracked [10].All students in the pilot course take a pre-survey administered the first week of class and
explained, …everyone in the community is invested in our future. So, it's all hands on deck. So, hopefully that encompasses, you know, participation is soliciting the involvement of, you know, whoever and whatever is needed to move our children to a place where they can be positive contributors to our future society. They're our future, so it's…everybody needs to delve in and do what they can to support them. 8The urgency in which Deborah speaks may reflect a crisis in the underrepresentation of studentsof color (e.g. African-Americans, Latinx, and Native Americans) in STEM fields.The economically advantaged and
instructor hadnever taught a course in “Cognition and language,” which was ranked fourth in terms ofusefulness be respondents. While far from definitive, such factors might support the idea that theperceived usefulness of a workshop reflects its connection to the focus of the related REUprogram vs. instructor familiarity with teaching the related topic.Prospects for Future ResearchWhile the ideas noted here are interesting in terms of a pilot study, more work needs to be doneto determine how effective such workshops are within the context of an REU program. 9Similarly, collecting and analyzing more data over longer periods of time is essential