questions with more complex and detailedresponses after having taken a course that included ethics content. This raises interesting issuesaround students’ feelings about the importance of these topics, and indicates that these questionsmay reflect on the affective domain (e.g. value) to an equal or greater extent than the cognitivedomain (e.g. knowledge, reflected in the response to Q2).IntroductionEngineering has significant and important impacts on society, being critical to providing basicnecessities (e.g. access to clean water) as well as contemporary conveniences and entertainment.While largely positive changes have resulted from the use of technology, engineers should alsocarefully weigh the potential for negative outcomes. The process of
most influenced their attitude toward it. At the end of the semester, students were alsoinvited to participate in a reflective survey. All students enrolled in the class participated in theSIMS surveys. However, survey results were only included in the study for those students whoconsented.Twenty-two of the 29 students enrolled chose to participate in the study, providing a total of 260SIMS survey responses. Using the Self-Determination Index (SDI) as a measure of overallmotivation, motivational differences among students appear to be greater than the differencesamong activities. The study did not identify any one mode of teaching that was more effective inmotivating students than others. The students’ motivation appears to be more
interchangeably [2]. Likewise, Atman andcolleagues reference work by those who exclusively discuss framing [3-5], yet refer to that workas scoping. Influenced by Schön’s [6] view of design as a reflective conversation with materials,we use the word he commonly used—framing [7], though we are influenced by work usingothers terms.In framing design problems, designers make many decisions that are consequential to theproblem. They decide what to include and exclude from the problem, bounding it [8]. To do so,they gather information to fill in gaps in their understanding [9]. Experienced, skillful designersengage in framing and reframing deliberately and repeatedly, throughout design process [3, 10-13]. They pay attention to the customer/stakeholder needs
“global quality assurance process for STEMeducation programs through numerous agreements with organizations worldwide“ [2] . Ofcourse, this includes ABET Criterion 3i: Student Outcomes; “a recognition of the need for, andan ability to engage in life-long learning”, which, in Canada, becomes Graduate Attribute,Criterion 12, Lifelong Learning. The ABET Student Outcomes a-k reflect essentially the 12CEAB Graduate Outcomes 1-12. The purpose of this paper is to present one way that we use to assess how our studentsaddress their information needs for an assignment: a Report for our Engineering Communicationcourse. The assessment form, the Search Strategy Page (see Appendix A), is given to all studentsin the undergraduate Engineering
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 Learning in 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
. Here we create and test achemical engineering problem-solving assessment based on this design.Figure 1: Outline of assessment design. In the first stage students are shown a nonfunctional system and asked to identify thecriteria on which the system should be evaluated, requiring them to identify the goals of the problem and reflect on the solution.They are then shown a corrected system that is suboptimal and asked a series of increasingly detailed questions on how they willevaluate it. In the third stage they are asked what information they want to evaluate the system and how to use that information.Finally they are shown an optimized solution and must decide whether or not they will accept the proposed changes based on allthe data they have
(the final course) can be found in Table 1, reflecting averages across all semestersthat these courses have been offered. Relative to students taking other courses in the College ofEngineering, a higher percentage of Applied Computing students are female andunderrepresented minorities (Engineering: 19% female, 22% URM) [10]. The most popularmajor among Applied Computing students is Psychology, followed by Economics and lesscommon majors such as Sociology, Behavioral Science, Communication Studies, and Business.Additionally, the majority of Applied Computing students have limited or no programmingexperience prior to enrolling in the minor. Via an informal survey given at the beginning ofENGR 120, 68.4% of students report no programming
. c American Society for Engineering Education, 2020 Reflecting on #EngineersShowUp: Outcomes and Lessons from Organizing a Campaign among Engineering EducatorsAbstractIn an open dialogue format, participants and organizers of #EngineersShowUp report on theorganizing work, actions, discourse, and reflections emerging from an NSF-funded week ofaction campaign that occurred from February 23rd - 29th, 2020. Participants helping to organizeand take part included students, faculty, administrators, postdoctoral researchers and othersconnected to the world of engineering education. The intention of this week of action (directlyfollowing E-Week) was three fold. First, we aimed to test approaches from social movementsand assess
aboutethics-related issues. These methods have been used to explore regional differences in valuesfrom obituaries, folk conceptual dualism, and the authorship and organization of texts, forinstance, but not the ethics-related views of engineering students.[1]–[3]Data for analysis comes from free-response, reflection questions about topics interspersedthroughout readings on global engineering ethics. These are hosted on https://cgae.sjtu.edu.cn, awebsite used for a semester-long, two-credit hour course on engineering ethics, “GlobalEngineering Ethics,” at the University of Michigan-Shanghai Jiao Tong University Joint Institute(UM-SJTU JI), a foreign-Chinese educational venture in Shanghai, China. Versus fixed-response, multiple choice questions
. Proper element selection can make a modelsolve quickly and with a higher degree of accuracy. Improper element selection can affectthe solution time and final results. This paper also outlines the FEA result reportingrequirements and suggests methods used to develop meaningful post processed plots tobest visualize results.The assessment results from a student self-reflection survey of the industry relevantrequirements of the FEA course support the intended course competencies and studentoutcomes. The student responses to the open ended question for the “biggest takeawayfrom the course” show that the highest frequency of response is that FEA is important,there are important steps, and that FEA is an incredible, effective, and helpful tool
, and the focus on a participatorydesign approach, which involves the end-users in every stage of the engineering design process.In other words, projects are co-designed for people with disabilities, by people with disabilities.Each of the first two offerings of the two-quarter HuskyADAPT accessible design course had anenrollment of approximately 20-25 undergraduate and graduate students, and at least 65% ofstudents were engineering majors. In addition to design journals and weekly reflections,assignments include team presentations in class and a poster at the end-of-quarter inclusivedesign showcase, where needs experts and the public also attend.The projects we select for the accessible design course (1) can be completed in two 10-weekquarters
implementingtheir designs, industrial engineering students learned from their mechatronics counterparts, thusengaging in PL. In addition, the student pairs that were able to finish the lab quickly were requiredto help the students that had problems implementing their designs thus engaging in PPPL. Allstudent pairs had to write lab reports providing the working designs, the problems theyencountered, and the solutions they devised. In addition, each student had to include two self-reflection paragraphs (part of closing the experiential learning feedback loop) about what theylearned and what they liked. A students’ questionnaire, test grades, lab reports, and lab designswere used as evaluation and assessment instruments. Student lab reports (qualitatively
-yearintervention project designed to enhance writing in engineering and STEM. The examplesdescribe reflective, writing-to-learn activities for first-year orientation courses; scaffoldedapproaches for laboratory and problem-based-learning classes; and directed peer review andresponse to reviewer comments in middle- and upper-level courses. The paper concludes byaddressing the vital role STEM faculty play in socializing their students into ways of thinking,being, and writing in their disciplines and demonstrates how a process orientation to writinginstruction can help faculty achieve that goal.Section I: IntroductionThe Accreditation Board for Engineering and Technology (ABET) has identified effectivecommunication as a key criterion of engineering
engineering and artistic design processes and connections between the two disciplines.These goals reflect modifications to the goals associated with a “traditional” core studio artscourse (SA 224 Two-Dimensional Design), with specific changes made to reflect (i) 3-D ratherthan 2-D design and (ii) the integration of CAD and engineering into the course. To support theachievement of these goals, a specific set of measurable learning outcomes was created, three ofwhich were adapted from the core studio arts course (a, b, and d): By the end of the course, students will have demonstrated the ability to a) create original works of art using a combination of physical and computer technology; b) engage in critical thinking in class discussions
Rubrics for Anything 8 No speaker: Make-up Session & Open Forum 9 Final summer deliverables due uploaded to Blackboard beginning of Presentation of Projects (2 sessions) fall semester beginning of Assessments/Reflections for faculty projects implemented in Fall 2019 due spring semester beginning of Assessments/Reflections for faculty projects implemented in Spring 2020 due summer termThe aforementioned required written deliverables included: Intermediate Deliverables o Draft of New/Revised Student Learning Outcomes o Brief Summary of Project Plans and Progress to Date o Preliminary Assessment Plan to evaluate
Introduction module, students first learned about the National Academy of EngineeringGrand Challenges for Engineering. As part of discussion groups, they were asked to prioritize thechallenges and identify those that most interested them. Most students were previously unawareof these challenges. In reflecting what was learned in this module, one student stated: I learned the responsibility of engineering. With all the rewarding aspects of engineering comes responsibility. The grand challenges emphasized the responsibility engineers have to society. If engineers have the tools to create, they should use them to create good. This is important to acknowledge so that engineering can remain ethical and just.Students were then
interventions and b) standing on a set of sustainability-thinkingskills. Data on these two outcomes of interest are gathered through the use of end ofsemester surveys as well as written reflection activities included in student projects.Student survey results are analyzed with descriptive statistics and thematic analysis foropen-ended items. Written reflections are scored with institute-developed rubrics tied toeach system-thinking skill, depending on the nature of a given reflection prompt.Initial results from thematic analysis of open-ended student survey items suggest thatafter experiencing the sustainability intervention, students exhibit an initial understandingof the three key components of sustainability: social, economic, and
students worked with clientsfrom the local community to design a solution to meet their rehabilitation needs. In addition tothe projects, student assignments included reflection prompts, four hours of community service,and several empathy “immersion” experiences (i.e., wearing a blindfold while trying to completebasic tasks). Seven students opted to participate in the study, all in their 4th or 5th year in eitherbiomedical or mechanical engineering. Students completed pre- and post-course surveys aimedto measure changes in self-reported levels of empathy. One student participated in a personalinterview, aimed at understanding the different ways in which the course activities influenced hisdevelopment of empathy. All seven students who participated
among others.We analyzed students’ responses using critical discourse analysis to investigate how language, asa form of social practice, is used among engineering students to conceptualize purpose. We arguethat language in text used by students is descriptive of how they create meaning of differentsituations, and that those situations are reflective of the larger dominant discourse created bysociocultural practices in engineering. Preliminary results indicate that engineering Discoursesmay influence the conceptualizations of status, power, and solidarity in relationship to theirvalues and vocations.IntroductionThe concept of vocation is sometimes ignored by engineering students given that its connotationis traditionally related to religious
text-mined competencies in both syllabi and the AM CompetencyModel and compared them to identify: 1) frequently addressed topics; 2) verbs guiding courselearning outcomes versus the skill depth desired by employers; and 3) overall match betweendocuments. Our findings indicate that despite being developed to reflect the same curriculumframework, the five AM programs’ topical and complexity emphases varied widely. Overall,AM Competency Model content reflected higher levels of the Bloom’s Revised Taxonomy ofEducational Objectives, highlighting industry commitments to fostering analysis, evaluation, andcreation. We conclude with implications for educational institutions, AM policymakers, andindustry, outline the need for an AM Body of Knowledge
. Dating back to the 1960s, researchershave explored the theoretical characterization of intercultural competence and the effectivenessof varying classroom practices [24]. More recently, various researchers have explored theefficacy of CEL and research immersion experiences. Research shows that teachers learn tonavigate complex, intercultural encounters through challenging CEL experiences promoting,“reflective, critical and ethical practices” [25].Since international engineering CEL has the potential benefit to both increase interculturalawareness, while also demonstrating engineering as a career that helps humanity, engagingteachers in this type of experience may prepare them to encourage and inspire their students,particularly females and other
game design mechanicswere also taught via weekly board game sessions conducted inside and outside of class wherestudents both played and deconstructed the mechanics of the games experienced. In the latterpart of the course, a major course project was assigned in which four teams of students inconjunction with graphic design students developed unique games meant to teach others aboutclimate change and civilization collapse. Specific game mechanics were not prescribed; instead,student teams were encouraged to explore a variety of mechanics and design elements that bestsuited their chosen audience and game theme. In addition to this final board game product,students wrote a reflective paper to (a) explain how the board game accomplished the goal
with ARC officers and the courseinstructor. After the training students formed teams of three and visited homes in the most fireprone neighborhoods of Philadelphia to install smoke alarms, replace alarm batteries and helpresidents make home fire escape plans. The students also provided education and materials onhome fire preparation. In the past five years they distributed materials and provided informationto over ten thousand people in homes and on the streets of the city.The students were required to submit a technical report about the behavior of steel under hightemperatures (i.e., home fires). The report also required a two-page reflection on the service.“The Environment” class was taught 23 times from Fall 1991 through SP 2013. An
related topic so that they can use to teach a STEMconcept required by the school’s curriculum. This way, the instructional unit can bridge the gapbetween textbook knowledge and real-world applications. The high school students will learn theselected concept in the context of manufacturing industry through simulation and automationhands-on experimentation. This paper introduces the RET program at the Penn State Behrend’s site. We will start witha program description, the research and curriculum design components, followed by curriculumimplementation and evaluation status to date. A reflection on lessons learned will also be shared.2. RET Program DescriptionThe RET program recruits 13 teachers and community college faculty each year from
addition, course outcomesincorporate successful team dynamics, individual skills development, and multiple opportunities forself-reflection of steps of the design process.Courses involving collaborative design teams — and grades that are dependent on the associatedteam deliverables and final project — can be frustrating to individuals placed on teams that do notperform to their expectations. The EFC course grades have a team-based set of graded components;half of students’ final grade is set by team projects deliverables. However, individual courseelements have been included throughout the semester to allow students more input into their finalgrade. These elements include personal reflections on skills development, user testing, and
,creative thinking and hands-on skills [8]-[10]. Moreover, it was hypothesized thatengagement in the SDPs was closely associated with the steep growth in students’epistemological development during the last year of college [1]. Students’epistemological thinking refers to their reflections on “the limits of knowledge”, “thecertainty of knowledge”, and the “criteria for knowing” [11]. Expert engineers tendedto demonstrate more sophisticated manner of epistemological thinking than novices[12]. Nevertheless, few studies have specifically explored engineering students’epistemological thinking and the associated factors in the context of SDPs. Therefore, in order to further explore the epistemological development ofengineering students and its
videos showing device functionality, share programming code, and post a reflection on their design processFigure 2: Tasks and sample student work from final design project of first elementary contentcourseOur research questions for exploring this conjecture with TEEP program asked: 1. How did teachers respond to engaging in meaningful engineering for teachers in the TEEP program? 2. What did teachers identify as important things they learned about engineering content and pedagogy?METHODSParticipantsIn this exploratory study, we analyzed the transcriptions of semi-structured interviews of elevenelementary teachers and specialists in the 2017-2018 TEEP program. The group of teachers, 10females and 1
. c American Society for Engineering Education, 2020 A Cross-Cohort Dynamics Project Study Kamyar Ghavam, Homeyra Pourmohammdali, Lucas Botelho Mechanical and Mechatronics Engineering Department University of Waterloo, Waterloo ON CanadaINTRODUCTIONEngineering educators are constantly seeking methods to improve the education of their students.This paper will discuss the motivation behind introducing the students to a cross-cohort projectand its effects on the learning outcomes of engineering students.Problem Definition: In undergraduate programs students often work on their projects within theirown cohort. However, this is hardly reflected outside of the
Performance Virtues Autonomy Compassion (Empathy) Citizenship Confidence Critical Thinking Courage Civility Determination Curiosity Gratitude Neighborliness Motivation Judgment Honesty Service Perseverance Reasoning Humility Volunteering Resilience Reflection Integrity Community Teamwork Resourcefulness Respect Awareness (Collaboration) Justice (Equity, Equality)It
monitoring market) Pre-natal monitoring of pre- equipment and kit) eclampsia in Haiti Table 2. Project Topics and Sample ContributionsTeaching Methods. Our within-semester survey results (response rate=80%) reflect “stronglyagree” or “agree” in 100% of the student responses that the inclusion of case studies and externalspeakers support their learning in the course. 93% of the student responses also indicate“strongly agree” or “agree” that the interdisciplinary classroom environment and the groupproject support their learning in the course. Our final course survey results (response rate=80%)reflect “strongly agree” or “agree” in 100% of the student responses that