differences in power or values among other individuals leading to stalledprogress [17]. Norming occurs once a team has determined structure and established goals andtargets, or once they have resolved existing conflict. The team will typically have adopted amindset of ‘we’ as opposed to ‘I’ established stable roles and rules, and will typically reflect ontheir processes and progress. During the performing stage, the team will be driven towards theirgoals, be task oriented and they may be the most creative during this stage as they are moretrusting, open and enabled by their team members [17]. Finally, the adjourning stage representsthe end of the team’s work together. Depending on how the team functioned, they may celebrate,reflect or reminisce or
engineering from Belgrade University, and both M.S.M.E. and Ph.D. degrees from the University of Washington.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 engineering education. c American Society for Engineering Education, 2020 Engineering with Engineers: Fostering Engineering Identity
experiences may be the most effective approach to achieve it and thatprogrammatic initiatives had little impact on development [4]. Despite this growing body ofknowledge, a long road lies ahead before the field reflects a complete, data-driven understandingof engineering leadership development.The Engineering Leadership Identity ProjectSchell and Hughes proposed a multi-staged grounded theory approach [39] to understanding thedevelopment of engineering leadership identity [40]. Their project consists of three stages: aninitial quantitative stage, a subsequent qualitative stage, and a final grounded theory stage. Seetheir literature for a fuller discussion of the project and methods (e.g. [41], [42], [43]). Thiscurrent research is focused on
frequencies greater than 1 MHz, the ground losses are suchthat the signal will be severely attenuated. The amount of loss depends on the earth’sconductivity along that path. The surface wave is illustrated in Figure 1. (c) Troposphericbending, where dense air masses in the earth’s troposphere will cause refraction of radio waves.Occurance of tropospheric bending is a transient phenomenona, but sometimes enablescommunication distances of hundreds of mile at frequencies above 50 MHz [2]. (d) Reflectionand diffraction - the earth’s terrain or man-made objects can sometimes enable waves to travelbeyond the normal line of sight distances via diffraction or reflection[1,2].Ionosphere layers – Gas ionization is a process whereby a gas atom or molecule
learned how to sketch basic process flowsheets, made bath bombs (soap fizzies) [9, 11],measured their lung capacity after blowing bubbles from soap solutions, calculated their carbonfootprint and were asked to reflect on a cow’s breath as well as an industrial plant and theenvironmental effects of energy use for bioplastic manufacturing.Given the relevance and scope of the plastics crisis, we spent the majority of the class exploringhow plastics contribute to waste and what strategies exist to alleviate this problem. Studentslearned how bioplastics are made from renewable biomass such as vegetable fats, oils, corn-starch,milk and other bio resources. They explored biodegradability and what components in cornstarchand milk could make effective
deployment of 15+ courses used at over 10 universities. In addition he leads the technical content for the Electrical and Computer Engineer capstone projects course at OSU. c American Society for Engineering Education, 2020 Longitudinal Study to Develop and Evaluate the Impacts of a“Transformational” Undergraduate ECE Design Program: Study Results and Best Practices ReportAcknowledgement: The authors are grateful for support provided by the National ScienceFoundation grant DUE 1347817. Any opinions, findings, and conclusions or recommendationsexpressed in this material are those of the authors and do not necessarily reflect the views of theNational Science Foundation
emission free power generation. Dr Cosoroaba’s current research interest is engineering education with focus on mastery learning, the effect of social networks in the classroom on student learning and efficient implementation of active learning. c American Society for Engineering Education, 2020 Helping Students Write it Right: Instilling Good Report Writing Habits in a Linear Circuit Lab Course I. IntroductionWriting is often not on the top of student’s priority list when it comes to their laboratoryexperience. This is reflected in the quality of the lab reports they submit. While grading andproviding feedback to students on these reports, the instructor often gets
for her efforts in encouraging students to develop an entrepreneurial mindset. Amy has contributed to the development of a new hands-on multidisciplinary introduction to engineering course and a unique introduction to engineering MOOC. She is interested in curricular and co-curricular experiences that broaden students’ perspectives and enhance student learning, and values students’ use of Digital Portfolios to reflect on and showcase their accomplishments. Amy earned her Master’s degree in Biomedical Engineering from Arizona State University (ASU), and is currently pursuing her PhD in Engineering Education Systems and Design.Ms. Jill L. Roter, Arizona State University Jill Roter is a senior instructional design
often team-based and develops based on peer, colleague, and client feedback.attempted to address in this study. This is a validation study of an open-ended questionnaire, theViews about the Nature of Engineering Knowledge (VNOEK) Questionnaire, which was Elements of this framework reflect other NOE descriptions in the literature [9] [14] and it is alsodesigned to gather K-16 teachers’ views about the NOEK. The questionnaire was created as part supportive of those other articulations. However, it is not identical, and we needed an instrumentof
ability and skill can be improved through practice and hardwork 7 . Edwards et al. designed and implemented a suite of fifteen indicators to reflect students’progress and effort based on students’ submissions 8 . These indicators span different aspects ofstudents programming activities and measure positive trends of students’ effort. Another exampleeffort is that Goldman developed daily missions tasks based on these indicators in Web-CAT.Students were provided the opportunities to accomplish daily missions tasks to win rewards suchas extra submission energy 11 .Studies indicate that gamification can motivate and engage students in their learning process 20 16 .Especially Toth et al. integrated Role-Playing Game (RPG) elements into computer
on the initial results. Readers are encouraged to review the work-in-progress paper for a discussion of prior work including literature review, survey development, and discussionof initial results.Interventions: Design & Implementation:The interventions were chosen and designed specifically to encourage students to connect with other studentsin their classes, engage in self-reflective processes, and utilize available institutional resources. Theresearchers designed simple interventions to maximize the potential impact on students while minimizing thetime required to administer the interventions. As is true with most engineering curriculum, course content isfocused on course outcomes and, as such, there is often little unstructured time
aspiration is to find meaningful ways to give art students a better understanding of the current state of empirical aesthetics in the belief that such an appreciation would inform and influence their studio art practice.Dr. Ryan C. Campbell, Texas Tech University Having completed his Ph.D. through the University of Washington’s interdisciplinary Individual Ph.D. Program (see bit.ly/uwiphd), Ryan is now a Postdoctoral Research Associate and Instructor at Texas Tech University. He currently facilitates an interdisciplinary project entitled ”Developing Reflective Engineers through Artful Methods” and teaches courses in the colleges of engineering and education. His scholarly interests include both teaching and research in
and graduate students through their engagement in laboratories,discussion sections, and mentoring activities. It is essential to train graduate students in effectivepedagogy, including teaching methods that promote student-centered learning, reflective teachingpractices, and engagement of a broad diversity of students. This investment in graduate studenttraining pays dividends in an enhanced learning environment for students now and in the future asgraduate students go on to careers that often include teaching and mentoring as core skillsets.This paper details an instructional improvement project targeting a pedagogy course for first-yeargraduate students in Chemical and Biomolecular Engineering at a large, public, research
studio class environment (Koretsky etal., 2018). The LA Program utilizes the three core elements suggested by the Learning AssistantAlliance (Otero, Pollock, & Finklestein, 2010). First, LAs receive pedagogical development in aformal class with their peers in their first term as an LA. Second, LAs meet weekly with theinstructor and the graduate teaching assistants as a member of the instructional team to preparefor active learning in class. Third, LAs facilitate active learning in the class in which they areassigned. Each week in the pedagogy class LAs are posed a specific prompt that connects tospecific reading and asks them to reflect on their learning and practice in writing. This process isintended to help them connect the three program
traditional lecturing with assigned homework andquizzes, with the lab section of the course being the time for modeling projects and the seniordesign project.Learning DesignThe final learning design was developed based on modeling-based learning. The development ofa four-phase process from these frameworks has previously been reported on [citation blindedfor peer review]. The four phases of the modeling process that students used during theirmodeling activities were: (1) planning the model, (2) building the model, (3) evaluating themodel, and (4) reflecting on the model. Table 1 below overviews the tasks that students didduring each phase of the modeling process.Table 1. Overview of learning design for the modeling projects during the course. Phase
• New typical wall sections • New building cross section. • Building code analysisLater on this paper we will see some examples of student reflection as they talk about how theassignments may have helped them be effective in their deliverables, or in some cases where they would like to see improvements in this course to better assist them in future assignments.Community partners can play a vital role in high impact practice courses that utilize servicelearning, and during the pre-course development I conducted several meetings to clarify, wants& needs of the partner. These meetings also help to set the groundwork for expectations
other words, the experience of relationality and ethical concern are ontologically priorto defining engineering’s role in a given moment. Returning to one of our recent publications [1],I would argue that we first feel and experience what is going on before we can reflectively thinkabout such experience. We feel and experience relationships with all that we encounter in a givenevent, and we are affected by those encounters. Responsibilities, obligations, and valuations arisetherefrom. In being affected by the multiplicity within an encounter, there is significant potentialfor conflict and difficulties associated with assigning/identifying value(s). Once the experienceoccurs, we objectify it, mine it for information, and seek to address it
engineering degree attainment, even controllingfor undergraduate cumulative GPA [12].Expectancy-Value FrameworkBoth individual characteristics and social factors influence STEM trajectories [13]. Using theexpectancy-value achievement model by Eccles and Wigfield [14], we frame thesecharacteristics as part of a cohesive framework designed to reflect the myriad factors thatcontribute to students’ ultimate academic choices. In the expectancy-value framework, threeoverarching factors contribute to educational and career choices: 1) psychological factors, 2)biological factors, and 3) socialization factors. These three components jointly predictachievement behavior and choices (e.g. selection of a major). For the purposes of this paper, wefocus primarily
lower empathetic designtendency scores? This study was conducted in a junior-level design course of 76 BME students.We collected and analyzed three data sources: students’ self-reflection reports about theirreframing processes, empathic design tendency scores, and interviews with selected teams andinstructors. The results demonstrated that more than half of the students perceived the connectionbetween empathy and their reframing decisions and that they usually had one reframing momentin the stages of problem definition and concept identification. Also, the findings suggested thetriggers for their reframing moments, information sources guiding their reframing processes,changes made through reframing, and influences of reframing decisions on team
categories of change:dissemination, reflective, policy and shared vision [12]. The implementation of Scrum intodepartmental operations, encourages engineering department to engage in each of these changestrategies (Table 1) Table 1. Elements of Scrum associated with change strategies (adapted from Henderson, Beach, & Finkelstein, [11]) I. Dissemination Tactic: II. Reflective Tactic: • Scrum training • Daily Scrum • Instructional training • Sprint planning • Internal dissemination of knowledge • Sprint review • Scrum artifacts data share • Sprint retrospective III. Policy Tactic: IV. Shared Vision
insights about howstudents’ frame their decision making, surfaced by difficulties encountered in applying theframework; and 3) five strategies the students use to seek information. We conclude that DSAholds promise as a framework from which to develop a bridging language. However, futurework is needed to investigate the feasibility of applying it in real time as a reflective tool. Wealso suggest a number of implications for how the lens of DSA might support students' in havingstronger design rationale through development of information seeking practices.2: Design as Decision Making2.1 Design as Decision MakingPeople use metaphors to think and reason about abstract concepts and the metaphors we useaffect how we understand these concepts [9]. Design
experience of the new doctoral students and postdoctoralresearchers. Given the high attrition rates in graduate education, the retreat was also designed tofoster retention by integrating attributes of the Workforce Sustainability model.The retreat was framed around four objectives: (1) build community, (2) communicate groupnorms and expectations, (3) develop individual strategic plans, (4) and introduce research skills.The retreat encouraged individual and collective reflection on goals, deliverables, andexpectations. The experience was guided by the notion of beginning with the end in mind and, inthis case, meant aligning individual professional development plans with that individual’s long-term career goals and vision of the research group. The
was expanded into a more elaborate semester-long project that addedmakerspace visits and an essay where students reflected upon the opportunities these spacesmight offer to cultivate an entrepreneurial mindset. Student surveys captured attitudes about theproject and the university making facilities, and indicated that a large majority of the studentswere more likely to use the making facilities in the future because of the semester project.Student reflective essays also indicated that the students believed that making spaces addedenormous value to the university and supported cultivation of the entrepreneurial mindset,specifically promoting curiosity, making connections, and creating value.The “Teams Teaching Engineering” project may provide
observation is impractical. Extensivework shows that student self-reports alone can be unreliable. Students may under- or over-report Commen ted [1]: do you have any citations for self-their degree of misunderstanding based on any number of external factors, or they may legitimately reports?not know the degree of their misunderstandings relative to certain topics. Instead of relying onlyon student self-observations, this study uses a triangulated approach incorporating instructors,teaching assistants, and students each completing a weekly reflection. T he reflection asks aboutthe difficulties or misunderstandings experienced in the classroom during the past week. Theprotocol consists of five items that are tailored to the instructor, T A
where the instructors could guide the groups, group projects outside of class where thestudents would navigate their own team-building, and individual assignments designed to fosterself-reflections. It is important to note that while team members had specific responsibility forcertain deliverables, the collaborative sessions, group assignments, and various presentationsrequired harmonious orchestration following an Aristotelian model: the whole being greater thanthe sum of its parts.Interdisciplinary sessions are intended to increase the teams' capacity to complete the projectwhile also becoming more aware of themselves in the process. They include: 1. Kickoff session – The purpose of this session is to form connections, elicit and correct
viable solutions, we determined the most reasonablesolution comprised of four unique groups. After the four-group solution was selected, therepresentative sorts, distinguishing statements, and interview data were used to develop thegroup profile.There were some overall trends in the data. First, the specific co-op role and the dailyresponsibilities heavily influenced student views on learning. Students who were working asintegral part of a team ranked statements related to teamwork higher than those who wereoperating more independently. The influence of role on learning is to be expected as learning isoften context specific.Additionally, many of the participants disagreed with statements that included the phrase “whenI reflected and thought
Paper ID #29292Using Creative Writing as a Tool for Learning Professional Developmentin Materials Science and EngineeringDr. Sabrina Starr Jedlicka, Lehigh University American c Society for Engineering Education, 2020Using Creative Writing as a Tool for Learning Professional Development in Materials Science & EngineeringAbstractCourses in professional development can be a catch-all to address student skill building in areassuch as technical writing, communication, career path reflection, and ethics. While each of theseskills is important to student development, the
and one trained volunteer. By having two observers, multiple perspectives are capturedand the post-observation discussion is more robust. During the pre-observation meeting, the newinstructor goes over the course syllabus, lesson plan for the day they are to be observed, andpresents an overview of student feedback collected so far. They also inform the observers whataspects of their teaching they most want feedback on to help guide the actual observation. Onceobserved, the two observers share notes and write up a one-page summary of their observation.The instructor completes a self-reflection sheet before the post-observation meeting is conducted.At the debriefing, the conversation always begins with the instructor’s self-reflection
theme that emerged involved the impact of training on presentation and communicationtechniques. This theme included reflections on how the participants changed their presentation orhow they communicated with the public. Some examples of this theme included participantstalking about how they planned their presentation or how their presentations andcommunications were received by the public. “I was thinking about a slide presentation. But after Monday’s training I realized that’s probably not a good idea.” – Alena “I definitely was trying to think about how to engage in a way that makes people think about their personal lives, and examples, and pull in some of those pieces.” – Kacey “So I decided to put up 4 pictures
; apply engineering principles to multiple open-ended problems; and use reflection andmetacognition as ways to promote technical knowledge transfer [12].Professional learning happens across multiple domains. Professional responsibility is modeledand practiced throughout as timeliness, respect, appropriate dress, appropriate language are allmade explicit with continuous feedback coming from faculty and staff. Teamwork skills areprovided in seminars and practiced in design teams. Multiple workshops per week address topicssuch as: inclusion, ethical action, leadership, reflection, management, happiness, life-workbalance, overcoming adversity, and communication. Each week during the EDP students writethree one-page learning journal entries, most of