were then asked to reflect on the how well the information was communicated andwhere gaps occurred in their understanding of how to replicate the original experiment. Studentsfrom both groups were assessed based their clarity and ability to reproduce results.Background:This study takes an interdisciplinary and cross institutional approach to achieving learningoutcomes and reinforcing the importance of professional communication in survey styleundergraduate Introduction to Biomaterials courses. The Biomaterials courses each cover a rangeof selected topics including an extended review of polymeric biomaterials starting withfundamental concepts surrounding polymer material properties such as viscoelasticity; a detailedanalysis of metallic alloys
in men’sresponses, expectancy was a more prominent theme for women. Thematic differences were alsoapparent in the instrumentality of the activity, with women more likely to record goals ofexciting students about engineering and men more likely to articulate goals of teaching content.Work In Progress (WIP): A Systematic Review of Outreach Impact 4 Bigelow [14] also used a VIE-informed reflection paper to investigate undergraduateengineering students’ motivation towards outreach after participating in a biomedicalengineering course in which an outreach activity was included. Using an inductive codingprocess, Bigelow identified 12 themes within the reflections, but these focused on lessonslearned
of Brazilian higher education in general and engineeringeducation, in particular. It is dealing with the potentialities and limits posed by such regulationsthat engineering teachers and/or students 3) conceived the three main types of educativeinitiatives aimed at forming, to some extent, this grassroots/educator engineer profile: servicelearning (out-of-classroom and immersive) practices; theoretical and in-classroom practices; andmixed (both in-classroom and out-of-classroom) practices. Then, in the penultimate section, 4) Ifocus on one of such initiatives’ main challenges: assessing its impacts on the students thatundertake them. I conclude the manuscript with some closing remarks.Methodologically, section 1 is a theoretical reflection
cities to IoT technologies and datasecurity. Teaching was divided into three interconnected sections on sustainabledevelopment, technology and ethics, and collaboration. Each of these sections combinedtheory with practice through panels with experts from academia and industry and hands-onworkshops, encouraging the students to consider multidimensional aspects of their chosenchallenge and its consequences for the entire system it links to. A variety of design thinkingmethods were introduced for exploring the challenges holistically to define and reframe theproblem at hand, identify ethical dilemmas and understand the needs of stakeholders forsuccessful collaboration.At the end of each section, students were asked to reflect on their incorporation
-funded Center for the Advancement of Engineering Education, National Center for Engineering Pathways to Innovation (Epicenter), as well as the Consortium to Promote Reflection in Engineering Education. Helen holds an undergraduate degree in communication from UCLA and a PhD in communication with a minor in psychology from Stanford University. Her current research and scholarship focus on engineering and entrepreneurship education; the pedagogy of portfolios and reflec- tive practice in higher education; and redesigning how learning is recorded and recognized in traditional transcripts and academic credentials. c American Society for Engineering Education, 2020 Moving an agenda
such asCalculus, and increase their sense of belonging, preparedness, and self-efficacy. To understandstudent perspectives and experiences, we utilized Participatory Action Research (PAR) toconstruct a series of formative assessments prioritizing the views and participation of the RAMPstudents themselves. PAR was selected as a research and assessment strategy due to its emphasison student participation and empowerment linked with action for positive change. Onlinesurveys and four focus groups involved the students in topics geared towards developing apsychologically safe space for sharing experiences, providing feedback on program activities,and reflecting on personal goals, values, and aspirations. Based on our findings, we identify
the authors are team members as socialscientists and program evaluators, and reflect upon decision making, initial data collection andanalyses, and how the reframing of impact studies with an eye towards QuantCrit and criticaltheory shifted the focus of the study of the S-STEM programs.Critical theoryEducational researchers who study K12 and higher education bring out the inequity ineducational resources, support systems, curriculum, and outcomes across multiple categories ofprivilege and oppression, such as gender, ethnicity, country of origin, first language, race, andincome. Critical educational researchers problematize these inequities, and focus ontransformative educational practices that move past providing similar experiences for all
course in industrial and systems engineering. DTSDcurriculum includes a series of idea generation exercises that the students completed individuallyor in teams. In each divergent thinking exercise, students were asked to generate multiple ideas fora given “problem” under a strict time constraint. After each exercise, a facilitated reflection sessionallowed for students to learn the idea generation approaches that were used by their peers. Weexamined the effectiveness of the DTSD module using two measures: (1) changes in self-perceptions of creative ability and mindsets and (2) reflections on the influence of DTSD training.Questionnaires containing the Short Scale of Creative Self and Creative and Fixed Mindsetmeasures were administered before
so by a chair following poor teaching evaluations; this typicallydoes not make them more ready to change, however. Our setting, because of the five-year effortto engage all faculty in better meeting diverse student needs, provided an opportunity toinvestigate both groups of faculty. Our study reports on the first four years of the project.The departmental change effort included several strategies, guided by an engineering educationresearcher, to bring about change: threading design challenges through core chemicalengineering courses; switching from bleed-all-over-it, long technical reports to cycles of drafts,peer and instructor feedback, and revision and reflection; and developing ways to assess andsupport professional skills like teamwork
by the instructor. The evaluation may, or may not, includeproviding formative feedback on the students’ solutions. Instructor • Creates assessment acitivities and guides • Monitors quality of assessment • Tracks problem-solving competency development of students Assessor Student • Evaluates student work by following the • Takes the tests assessment guide • Self-asesses own solution errors before • communicates errors on student viewing the grade or ideal solution solution formatively • Reviews assessor feedback, reflects and
, resulted in astatewide survey for distribution at all coalition campuses in Fall 2019.Significant issues with deployment of the survey resulted in response rate that was below ouracceptable threshold for inferential statistical analysis, both for overall number of completeresponses (n = 542) and for distribution of responses along demographic characteristics such asinstitutional affiliation, major, and racial/ethnic identity. Descriptive analysis of relevant variablesfrom the survey supports that the themes identified in the focus groups are all reflected in thesurvey responses. The survey will be re-administered in Fall 2020 with new distributionguidelines to obtain the desired response rate.Although we cannot quantify the extent to which the
, promoting bilingualism and biliteracy, grade-level achievement, and multicultural competence for all students [5]. Often teachers findthemselves hitting a barrier in STEM courses when it comes to incorporating dual languagepractices. There are limited opportunities for STEM content teachers and English as a SecondLanguage (ESL) teachers to collaborate, particularly because STEM content teachers may seethemselves providing only STEM content while dismissing any language-related responsibilities[6].In recent years, dual language programs have expanded in the United States reflecting a betterunderstanding of the connection between language and content knowledge [7]. Public schoolshave increasingly begun offering programs that highlight the importance
critical reflection of the learner on the experience. Unlessembedded within a course as a service-learning activity (e.g. [13]), there may not be structuredreflection. This is particularly true in co-curricular activities, where advisors may worry thatformal reflection would deter college students from participating. However, the reflection couldoccur informally via a group discussion.Giles and Eyler [11] cite Dewey’s [12] four criteria for projects to be truly educative. The fourcriteria are: generate interest, worthwhile intrinsically, problems that demand new information,and cover a considerable time span. K-12 activities are often designed to be fun, so they arelikely to generate interest on behalf of both the college student and K-12 kids
, thesupport of school conditions, the guarantee of quality monitoring, and the satisfaction ofstudents and customers. The main achievements of engineering education are analyzed, theunderlying problems are analyzed, and countermeasures and suggestions for furtherimproving the quality of engineering education are put forward [4].The “China EngineeringEducation Quality Report” has been released successively since 2014, reflecting the progressof engineering education in China as a whole. In addition, the Chinese academia has alsoconducted research on the issue of quality assurance in engineering education in China,which mainly involves two aspects: existing problems [5] and countermeasures [6].3. Research Method3.1 Literature analysisThe research
, we focus on human diversity as reflective of “broad heterogeneity in socialidentities and statuses represented among individuals in a shared engineering experience” [1].We see these dimensions as situated in, interacting with, and influenced by the cultural andsocial norms in which individuals operate. In turn, individuals affect those cultural norms.Understanding these aspects is increasingly recognized as an important part of learning tobecome an engineer. Though traditional engineering education has been, and to a large extentstill is, focused on students acquiring technical knowledge [2] [3], in the workplace engineers arerequired to bring more than technical expertise to solve problems. As part of their work, theyoften draw on different
Final Straw” that wasfocused on accessibility of straw materials within the disability community. For this module,groups of students considered the unique design needs of a marginalized stakeholder who relieson the material properties of single-used plastic straws (e.g., individuals with strength andmobility issues) to recommend an alternative material for the straw (e.g., paper, metal, silicone).In doing so, they must consider the larger economic, environmental, and social impacts of theirmaterial recommendation, and also consider how engineering design and public policy canunintentionally exclude vulnerable populations. Curricular content (e.g., homework, midtermquestions) as well as researcher reflections were used to assess this module
Engineering students develop competencies through classroom learning, work-integratedlearning outside the classroom, and extra-curricular activities on and off campus [1-3]. In twoways, current engineering education research (EER) does not adequately reflect these multipleinterlinked experiences that contribute to competency formation. Firstly, while much EER hasbeen devoted to students’ classroom learning [4, 5], less emphasis has been placed on work-integrated learning and the synergies arising from learning inside and outside classrooms.Secondly, the potential of existing data sources, such as administrative data, academic recordsand student surveys which engineering schools routinely collect, remains relatively untapped.These data sources are
failure Learning from failure (LFF) Establishing the cost of production or delivery of a service, including Cost of production (CoP) scaling strategies Building, sustaining and leading effective teams and establishing Effective teams (ET) performance goals Table 2. Assessment Outcomes for the Four Modules Module AO1 AO2 AO3 AO4 Thinking Articulated creative Reflected on the Applied divergent- Applied an ideation
found eachproject and reflected on the integration of prior coursework into their design projects. Finally,student design reports were scored by instructors and students self-reported design mastery,using a common rubric.Results and Discussion: After completing each integrated project, students demonstratedimproved design knowledge and cognizance of integrating prior coursework knowledge intotheir designs. Students also reported significant confidence gains in four major areas: (1) designprocess and approach, (2) working with hardware, (3) working with software and interfacingwith hardware, and (4) communicating results. Focus group responses support the observedquantitative improvements in student design confidence. Further, instructor scoring
6Van Wie (26946), “Using Reflection to Facilitate Writing Knowledge Transfer in Upper-LevelMaterials Science Courses” by Mallette and Ackler (26638), and “Writing across Engineering:A Collaborative Approach to Support STEM Faculty’s Integration of Writing Instruction in theirClasses” by Ware, Turnipseed, Gallagher, Elliott, Popovics, Prior, and Zilles (26720). Thesepapers were presented in three different sessions (2 in LEES and 1 in chemical engineering); onewas funded by the NSF, while another had significant institutional funding.Many of the papers presented at the 2019 conference exemplify the fourth trend observed in the2016 analysis: collecting data (typically from student evaluations or surveys) for a single course(sometimes even for a
decisions today, related to yourdesign project?”). We found that students reliably accounted for the decisions observed.Based on these subconstructs, we developed Likert statements written as simple concepts [48]with a 7-point bipolar scale, with a middle option to reduce measurement error [49]. Researchsuggests that using item-specific scales, as opposed to the commonplace agree/disagree scale,can improve the quality of responses [50]; we thus avoided agree/disagree scales and focused ondeveloping scales that reflected the construct we sought to measure. For instance, we avoidedscales that focused on frequency (e.g., always to never), as in our discourse analysis, weobserved that even infrequent decisions were sometimes very impactful. This
grades of zero (i.e., incomplete assignments, D), misseddays of classroom instruction (E), and missed days of Discovery (F) by student between schools.N=77 and 53 for Schools A and B, respectively. P-values reflect nonparametric U-tests between schools.Aggregate assessment of classroom performance from both schools presented consistent meanfinal course grades (excluding the 10-15% Discovery portion) of 67% (Figure 2A); given thissimilarity it was determined that further comparative analysis between school cohorts wasjustified. However, performance on Discovery variables was significantly different (p < 0.0001)between school cohorts; School A students averaged 67% (remarkably consistent to their
classrooms. Therefore, this study aimed to investigate the deploymentof product dissection modules in graduate-level engineering classrooms—both in an online (non-co-located) setting and in a residential classroom setup. This concept was introduced to graduatestudents in an engineering leadership and innovation management program course that focused onproduct innovation in a corporate setting.This study aimed to understand the usefulness of virtual product dissection in online classroomsthrough the implementation of an online virtual product dissection module where studentscompleted individual reflections and written discussions. The results from this case study yieldrecommendations for the use of product dissection in non-co-located classrooms for
provided focused and specific instruction in the safe operation of the prototyping and manufacturing tools • In-class discussions between teams to practice lecture material through role-playing as “designer” and “user”2.3 Course Assignments The course included a number of both team and individual assignments to aid students’learning, provide hands-on experience with the material covered, promote self reflection andevaluation, formulate constructive criticism of others’ work, and foster a rich and interactivelearning environment. This section describes the main course assignments in detail.2.3.1 Masterpiece Assignment To help introduce students to makerspace equipment and demonstrate the practice ofemploying different
participants felt were important in solving a complex problem, aswell as their understanding of what it means to have a systems perspective, both personally andhow they perceived it to be defined in their field, company, and/or educational context. Focusingon participants’ lived experiences likely facilitated deep reflection, rich detail, and greateraccuracy, in contrast to general questions about systems thinking which may only yield vague orsuperficial responses that may not reflect participants’ experiences in practice [18], [19].Data Analysis. Two trained coders initially coded interviews based on a codebook developedinductively by the study team. This coding scheme was primarily descriptive, flaggingparticipants’ responses to different study
to facilitate data analysis. We also collected additional data generatedduring the team’s pre-assessment and assessment activities. Additional pre-assessment phasedata included C-SED training module deliverables such as prior knowledge reviews, contentquizzes, application tasks, and reflections. Additional assessment phase data included a list ofinitial needs statements, recordings of nightly meetings, individual reflection journals, andindividual field notes. These additional data were used to help verify that participant interviewresponses accurately reflected participant conceptions about developing needs statements.Table 2. Examples of protocol questions pertaining to needs statement development
research questions examined are as follows: ● How is the energy landscape in Germany different from the United States? ● How has the CREATE project influenced educational practices for the participants? ● How can these findings more broadly shape energy education teaching practices for instructors across the United States?2. MethodsThe complete methodology for the international professional development program is describedin detail by Slowinski et al. [5, 6], and is outlined only briefly here. A collaborativeautoethnographic approach was used by participants to explore the guiding research questions.Autoethnography employs self-reflection to explore the contextual and lived experiences ofindividuals, which allows for a greater and deeper
rubricelements as the SCD such as concept of operations and team logo. As the semester progressed,we realized that our meets elements should be closer aligned with including assignment elementsrather than clarity. We also fully admit that some of our criteria were not well written, but the 5criteria was the best we could come up with at the time – a lesson learned from implementingspecifications grading: the need for ongoing reflection and clarification of specifications asfaculty and students learn.Peer evaluations were completed using CATME, and students passed the assignment if theywrote meaningful comments including improvements for team members
education, the pro- fessional formation of engineers, the role of empathy and reflection in engineering learning, and student development in interdisciplinary and interprofessional spaces. American c Society for Engineering Education, 2020 Using SenseMaker® to examine student experiences in engineering: A discussion of the affordances and limitations of this novel research approachIntroductionIn 2017, the National Science Foundation (NSF) organized a workshop in Washington D.C. tointroduce a new methodology, SenseMaker®, to the engineering education research community.This paper describes the development and implementation of a SenseMaker study, “TheEngineering
feasible. The new LMSsystem is supposedly more friendly toward this but is not scheduled to be deployed until the2020-2021 academic year.Second, in pure standards-based grading, the only measurements made are assessments ofachievement. This, however, goes against some of the practices that encourage good studentlearning and prevent procrastination, such as an early submission bonus which encouragesstudents to start assignments before they are due. [12] [13] The current rubrics still have an earlyperformance bonus because it does encourage students to start earlier and work throughassignments, and it also is quite popular with students. But it does go against pure standards-based grading. Another area is a reflection bonus which is used in a