Paper ID #30869Four Complications in Designing a Validated Survey to Gather Informationon Student Reactions to Reflection ActivitiesKenya Mejia, University of Washington Kenya Z. Mejia is a second year PhD student at the University of Washington in the Human Centered Design and Engineering program. Her work focuses on diversity and inclusion in engineering education focusing on engineering design education.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
AC 2012-3418: GRADUATE STUDENTS MENTORING UNDERGRADU-ATES IN RESEARCH: ATTITUDES AND REFLECTIONS ABOUT THESEEXPERIENCESMs. Janet Y. Tsai, University of Colorado, Boulder Janet Y. Tsai is a doctoral student at the University of Colorado, Boulder, whose work examines and develops initiatives and curricular innovations to encourage more students, especially women, into the field of engineering. In addition to assessing peer mentoring programs, Tsai also explores teaching engi- neering statics through tangible sensations in the body, to feel and understand forces, moments, couples, equilibrium, and more via internal constructs instead of the conventional external examples.Dr. Daria A. Kotys-Schwartz, University of Colorado
AC 2011-2056: EMOTIONAL INDICATORS AS A WAY TO INITIATE STU-DENT REFLECTION IN ENGINEERING PROGRAMSJoachim Walther, University of Georgia Joachim is an assistant professor of engineering education research at the University of Georgia (UGA). He is one of the leaders of the Collaborative Lounge for Understanding Society and Technology through Educational Research (CLUSTER), an interdisciplinary research group with members from engineering, art, and educational psychology. His research interests span the formation of students’ professional identity, the role of reflection in engi- neering learning, and interpretive research methods in engineering education. He was the first international recipient of the ASEE
, such as learning to work in a team,to be organized, to be more reflective and critical, and to self-manage ” [3], in addition torecommending the use of Scrum for the development of projects in the university classroom.Yazyi carried out an investigation whose object of study was a workshop-type educationalexperience in a virtual environment, where it was proposed to develop the promotional brochureof a fictitious company, using the Scrum methodology. The members of each team weregeographically distributed, so they used information and communication technologies to carryout the tasks, such as Google Docs, Skype, e-mail, Moodle forums, and Google Wave. As part ofits conclusions, Yazyi mentions that “through the experience presented in this work
students to unfamiliarworkplace genres and the ways in which these genres shape interactions between engineeringconsultants and clients. In the following sections we report on the design, implementation, andpreliminary evaluation of these integrative assignments and reflect upon the potential forcross-disciplinary collaboration toward student achievement of program outcomes related tocommunication.Development of Prototype AssignmentsTwo courses were identified for introduction of an assignment in Spring 2021 that incorporated asignificant component of professional communication in various genres: a course onmanufacturing & product design and a course on heat transfer. Both of the courses wereundergraduate Mechanical Engineering Technology (MCT
Paper ID #33964Engineering Problem Typology-based Reflection and Communication ofUndergraduate Engineering Experiences: Professional Engineers’Evaluation of Students’ Mock Interview ResponsesDr. Andrew Olewnik, University at Buffalo Andrew Olewnik is an Assistant Professor in the Department of Engineering Education at the University at Buffalo. His research includes undergraduate engineering education with focus on engineering design process and methods, ill-structured problem solving, problem typology, and experiential and informal learning environments in the professional formation of engineers. He is interested in the
•Understand and Respect Other Professionals •Research Information Information and •Identify Relevant Information Communication Literacy •Express and Receive Ideas Clearly •Write Concisely •Generate New Ideas Critical Thinking •Think Critically •Think and Act Independently •Organize Things Effectively •Self-Reflection Self-Management Skills •Manage Time and Meet Deadlines •Be Punctual to Class or MeetingsFigure 1. Generic Skills Perception Questionnaire Factors
Paper ID #33572”You Could Take ’Social’ Out of Engineering and Be Just Fine”: AnExploration of Engineering Students’ Beliefs About the Social Aspects ofEngineering WorkMr. Robert P. Loweth, University of Michigan Robert P. Loweth is a PhD candidate in the Department of Mechanical Engineering at the University of Michigan. His research explores how engineers engage and include diverse perspectives in their engineer- ing work. His findings have informed the development of tools and pedagogy that support engineering students in investigating and reflecting on the broader societal contexts and impacts of engineering ac
students 71.4% 50.8% NA 46.5% 57.0%Classes with 50 or more students 12.5% 20.1% NA 1.5% 0.0%4-year graduation rate 40% 32% 3% 85% n/a6-year graduation rate 76% 64% 37% 90% n/aAcknowledgementsThe authors acknowledge the support provided by the National Science Foundation throughgrant NSF 1820888 and 1821439. 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.ReferencesCheville, RA., 2019, “Pipeline
however, WEdoes not imply “writing intensive.” Certified WE courses are not meant to be “writing classes;”instead, writing should be one of several instructional focuses, as required by the new WEinitiative.Since this new initiative is taking effect in Fall 2021, the WE Committee has not established thefinal assessment criteria. The plan is to have each program submit an assessment processregarding the WE related learning outcomes.Literature Review:Writing is an important skill that all engineers should have. Its importance is reflected in ABETaccreditation criterion 3 for student outcomes, “an ability to communicate effectively with arange of audiences.”Wheeler and McDonald [1] stated that writing is a useful tool in engineering if developed
into circuits and communication links. c American Society for Engineering Education, 2020 Measurement of the Effect of Interactive Questions in Lab Manuals on LearningAbstract -- This research paper will describe the results of an experiment in which two groups ofstudents in a laboratory class received different web-based lab manuals featuring interactivequestions, the treatment with many more interactive questions than the control. The hypothesiswas that asking students more questions would cause the students to reflect on the task at hand,which would in turn increase learning. This study was motivated by work on experientiallearning, particularly Kolb’s Experiential Learning Cycle, which suggests that
. The typical number of problems the students wereasked to solve in both the mid and final exams were either three or four. Each of these problemshave a similar guide. Prior to the exams or during the exams, students were not instructed to gothrough the guides. During the final exam, students were asked to respond to the following twoopen-ended questions, and their reflection on the questions were assessed. 1. Do you normally go through the guide and the grading criteria included next to each problem before attempting the problem? 2. Write the advantages and disadvantages of including such a guide and grading criteria for each problem. The figure shows an aluminum and a steel rod that are fixed at the base and support a
Paper ID #18752Examining Learner-driven Constructs in Co-curricular Engineering Envi-ronments: The Role of Student Reflection in Assessment DevelopmentDr. Lori C. Bland, George Mason University Lori C. Bland, Ph.D., is an associate professor at George Mason University. She teaches courses in edu- cational assessment, program evaluation, and data-driven decision-making. Bland received her Ph.D. in Educational Psychology from the University of Virginia. Her current research focuses on identifying, ex- amining, and assessing learning and professional outcomes in formal and informal learning environments in K-12, higher
broad areas of practice. He was a co-founder of the Canadian Engineering Education As- sociation, and currently holds the role of Past-President. His research areas include engineering education and applied research and development activities in partnership with industry. Page 26.742.1 c American Society for Engineering Education, 2015 Exploring the Self in Engineering Education: The Design of a Self-Reflective Workshop Series to Position Students for Self-RegulationIntroductionThe development of students as lifelong learners has become a widely accepted goal forinstitutions of
Award for Women in Engineering Education in 2016. Dr. Davis received a B.S. degree in Computer Science from Loyola University, New Orleans in 1985 and an M.S. and Ph.D. in Computer Science from the University of Louisiana, Lafayette in 1987 and 1990, respectively. American c Society for Engineering Education, 2021 Examining the Efficacy of Exam Wrappers in a Computer Science CourseAbstract (Evidence-based Practice)An exam wrapper is a guided reflection activity that students undertake following an exam.Students are typically asked to reflect on their preparation, performance, and plans for preparingfor the next exam. The
students’perception of engineering as especially important in biomedical engineering because it is both heavilyinterdisciplinary and heavily human focused [9,10]. In biomedical engineering, content traditionallyseen as mechanical, electrical, and chemical engineering is merged into novel curricula that are human-focused, creating conditions where biomedical engineering students may develop a differentunderstanding than students from other engineering majors.The purpose of this paper is a preliminary analysis of students’ reflections on the epistemologicalboundaries of engineering. We want to understand the boundaries that students establish regardingengineering and the way in which they articulate those boundaries. As an initial step towards that goal
phenomenon, we developed a community of practice where we shared our experiences and informed our practice through written reflections and weekly meetings. Using the Q3 qualitative research framework as a guide for establishing procedures, we combined elements from collaborative autoethnography and collaborative inquiry to narrate our experiences. We analyzed a subset of our first semester reflections to understand the challenges we faced in our new positions and support we received from our weekly meetings. We found the time management of teaching, research, and service to be overarching challenges. Additionally, the support from our weekly meetings
Speaker) Concept Sketches Engineering Project Management: Analysis 5 of Alternatives Engineering Project Management: Failure Report – Preliminary concept 6 Mode and Effect Analysis (FMEA) selection Engineering Ethics (case studies and guest Report – Final concept design and 7 speaker) project schedule 8 Mid-term Project Presentation Presentation – proof-of-concept 9 Professional Behavior (Guest Speaker) Reflection on ethical behavior 10 Professional
projects.Dr. Carolyn L Sandoval, University of California, San Diego Dr. Sandoval is the Associate Director of the Teaching + Learning Commons at the University of Cali- fornia, San Diego. She earned a PhD in Adult Education-Human Resource Development. Her research interests include adult learning and development, faculty development, qualitative methods of inquiry, and social justice education. c American Society for Engineering Education, 2020 Integration of Weekly Reflections in an Introductory Design Class to Assess Experiential Learning OutcomesI. Introduction Hands-on design courses, particularly at the introductory level, have gained popularity in engineering
this end, we gathered andanalyzed student reflections on their learning experiences in a collaborative engineering projectbetween the University of Illinois at Urbana-Champaign and the University of KwaZulu-Natal inSouth Africa.BackgroundThe Association of American Colleges and Universities’ LEAP (Liberal Education forAmerica’s Promise) initiative (2007) emphasizes global awareness and experience within its foursets of Essential Learning Outcomes that are critical for preparing university students for thetwenty-first century. The “personal and social responsibility” domain includes:• Civic knowledge and engagement—local and global• Intercultural knowledge and competence• Ethical reasoning and action• Foundations and skills for lifelong
requires by trial and error with some support from professional developmentprograms1.Professional development programs are typically low in attendance when employed andfaculty that do not attend indicate that the programs have low relevance to their own Page 26.1701.2teaching1,3. Felder et al. also indicate that many instructors are unaware of alternatives totraditional lecturing, as this is the way they were taught; they explain low studentperformance and low student evaluations as a reflection of the student, and not of theirteaching. A large component of this incorporation of alternatives is a perceived lack ofdiscipline-specific examples, making it
. Page 24.382.1 c American Society for Engineering Education, 2014Determining the effect of an engineering overview assignment on first year studentsAbstractAn engineering overview assignment given in the Introduction to Engineering course aims tosupport first year students to learn about engineering, and motivate them to see it as theirfuture career. In addition to learning from the literature, students also interviewed at leasttwo practicing engineers to produce the group report and presentation for the assignment. Todetermine the impact of the assignment, a study was conducted in one of the classes byanalyzing the group reports and individual reflections written after its completion
teachingnetwork will make initial small changes in their teaching, which will lead to increasingly largerchanges over time. For the second method, the principal investigators (PIs) applied self-study,2 aqualitative research method, to examine and reflect on their design-based decisions,implementation, and outcomes. Results indicated that the structures and practices supportedmediating processes. Mediating processes became proximal outcomes. Medial and distaloutcomes for faculty change may likely be a multi-year trajectory. Conjecture mapping and self-study proved to be useful methods in evaluating a process grant focusing on faculty change.KeywordsFaculty Development, Design-based Research, Conjecture Mapping, Self-Study Methods,Engineering
one’s skills and experiences beyond the classroom. Astudy was conducted at NYU Tandon School of Engineering and found students lack support inidentifying and developing their career pathways. This study indicates that a combinede-portfolio and micro-credentialing platform could benefit students by a) providing students witha tool to reflect on and showcase their experiences, b) matching students with upper-class andalumni mentors in career pathways they are interested in, and c) providing them with curatedlists of on-campus and experiential opportunities and micro-credentials that would support theircareer pathways.IntroductionEvery student’s experience through engineering school culminates in different results -- students’future pathways range