was largely positive with respect to the newmethods, as compared to more traditional lectures. Even if the design attitude impact of the pedagogiesremains to be proven, with positive student reception and a general positive reflection on the part ofparticipating faculty members, this is a very encouraging result.References[1] Abeysekera, L., & Dawson, P. (2016). Motivation and cognitive load in the flipped classroom : definition, rationale and a call for research. Higher Education Research & Development, 34(1), 1–14. http://doi.org/10.1080/07294360.2014.934336[2] Bishop, J. L., & Verleger, M. A. (2013). The Flipped Classroom : A Survey of the Research The Flipped Classrom : A Survey of the Research. In 120th ASEE
engineering students arenovice researchers and that these skills require nurturing and guidance at this stage withopportunities for continued application.DiscussionThe Intervention sections are taught by a female professor, which since students self-select intothe courses, this is a factor that could influence, if not the successful completion by femalestudents, certainly the higher enrollment percentage of female students in the Interventionsections. The percentage of successful completion of the Intervention sections by female studentsis reflected by other underrepresented minority students in engineering as well. This isencouraging and suggests to the authors that the content variety and structure of the projects usedthis in model is one avenue
around, battling robots), without a human-centeredresearch narrative to show engineers serving humanity [6-11]. By integrating the open endedhuman-centered story, a wider diversity of students can be engaged about how engineers can usetheir skills to create items to help society. A second major outcome/deliverable are studentscreating fully documented engineering design reports covering background research, human-centered design, societal needs, technical specifications of their design, costs analysis, solidmodel drawings, and reflection on their functional prototypes. The third majoroutcome/deliverable is students have to give a 15 minute presentation on their final functionalprototype, with all students in the team contributing in the
participation for women.MethodsThis work presented here is part of a larger mixed-methods study, employing an exploratorysequential study design: first, qualitative data were collected and analyzed, which then informedthe development of a survey to collect quantitative data [5].Qualitative Interview AnalysisAs part of the qualitative study [4], fifteen interviews were conducted with female students,prompting them to reflect on their team project in their first-year engineering course and discusswhat contributed to their satisfaction, or dissatisfaction, with their team experience. Studentswere asked to describe their team project; discuss which tasks they performed in the project andwhether there were any tasks they wished they did more or less of; and
testing week.There is a spike in student motivation. Many students share that they enjoy finally being able tobegin building their project. During the Week 7’s construction week, many report struggles,setbacks and trouble with coding, resulting in a decrease in motivation. Week 8 is the lastconstruction and testing week. Some teams report their design starts functioning properly whileothers still struggle to get it to work. Week 9 is the presentation and demo day. Many reflect theyenjoy growing together as a team, have fun building the project and learn a lot. Some complainabout uncooperative team members and challenges of the project. 7 6 Self-Determination Index (SDI
PowerPoint slides that were discussed in lecture. Theslides included descriptions of common rating problems including giving everyone on the teamthe same scores across all dimensions, giving the same teammate the same scores across alldimensions, bimodal ratings (giving one teammate all 1’s and others all 5’s), etc. This lecturealso included a discussion of what information you are trying to give your teammates whenrating them and how the results of the evaluations can be interpreted in order to improve teamperformance. General comments were also made regarding what the rating patterns looked likein the class without identifying individuals or teams that used poor rating patterns. The goal wasto help students reflect on their own ratings and
when compared to other university Calculus I courses and is a modelthat should be continued. These results also show a drastic improvement from the 2016 ELCwhere 6 of the 18 ELC students were in the ELC Calculus I course, however only 4 passed theclass. The ELC Precalculus course was not as successful, as only 6 out of the 16 students, or37%, passed the course. There were many beneficial differences in the structures of the 2016 ELC and the 2017ELC. The expansion in the 2017 ELC gave students more opportunities and had a structure thatbetter reflected the learning community concept as a whole. The two math course choices gavestudents more options and allowed a greater number of students to enroll in the ELC. TheEnglish course was very
large design projects. Experience with the course has suggested thatgiving students more agency in their team selection has resulted in more ownership in the team’ssuccess/failure as reflected in student evaluations. Since teams were formed in the same way inboth groups, team formation does not play a role in the differences found in the results betweenthe groups that will be discussed in later sections.Research MethodThe goal of this research is to understand if the intervention of cohering Introduction toEngineering and Small Group Communication has resulted in better team dynamics. Theexperimental group involved in this study includes two sections of the cohered courses with 37and 20 students each. The control group consists of four sections
first-year course) is simulated via the windmill system. Students arethen tasked with critically reflecting on theoretical power values versus Arduino-measuredvalues. Figure 5. Visual representation of AC motor mount design challenge.Preliminary Course FeedbackAt the conclusion of the semester(s), students were tasked with answering survey questionscreated by course administrators as an assessment tool for course-related aspects. Twoquantitative queries, presented using a Likert scale, related to the teamwork experience in thecourse were “ENGR 111 has enhanced my ability to work effectively in a team” and “ENGR 111 has enhanced my understanding of the significance of effective teamwork”.The Likert scale was
inWeek 6, and complete specified activities related to the Guaranteed 4.0 Program, includingupdating their Bullet-point Notebooks. The activities for the day in the class mainly consisted of an instructor-led discussion,which emphasized the importance of the assignments, strategies for maximizing theirperformance, and a variety of first-year college student milestones that students might beexperiencing or expect to be experience in the coming weeks. One such milestone is: midterms,and what to do before, and after completing midterms, in regard to preparing, reflecting,improving, staying motivated whether performance is bad or good, and more. While initiatingsuch talking points, the Lead Instructor was able to listen to students
-point scale. DoS Domain DoS Category DoS Scores (n=4) Average Range Activity Engagement Participation 3.25 2-4 Purposeful Activities 3.75 3-4 Engagement with STEM 3.25 3-4 STEM Knowledge and STEM Content Learning 3.5 3-4 Practices Inquiry 3.5 3-4 Reflection 3.25 2-4The classroom used at ECSU allowed informal
predict the work students will likely produce. This information will provide helpful insights in how to present problems to best educate future engineers. Acknowledgements The authors would like to acknowledge funding and support from Tufts University Center for Engineering Education and Outreach, Tufts University Department of Mechanical Engineering, the Center of Science and Mathematics in Context at the University of Massachusetts Boston, USAID and The Sampoerna University . This work was also supported by the National Science Foundation DRK12 program, grant # DRL1020243, and grant # DRL1253344. Any opinions, findings, conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect
. Table 1. Grading Scheme Individual Individual Readiness Assurance Test (iRAT) 10% Quizzes and Exam 20% Journal Reflection 20% Team Team Readiness Assurance Test (tRAT) 5% Design Project 45% Total 100%Two peer evaluations were conducted using CATME. One was around week 9 into the semesterand the other was at the end. The peer evaluation let the students evaluate both themselves andother members on
-19 Volume 3, 20023. Veenstra, Cindy P., Dey, Eric L., Herrin, Gary D., "A Model for Freshman Engineering Retention", AEE, Volume 1, Issue 3, Winter 20094. Meyers, Kerry L., Silliman, Stephen, E., Gedde, Natalie, L., Ohland, Matthew, W., "A comparison of engineering students’ reflections on their first year experiences.", J. Engineering Education, April 20105. Hutchison, Mica A., Follman, Deborah K., Sumpter, Melissa, Bodner, George M., "Factors influencing the self- efficacy beliefs of first year engineering students", J. Engineering Education, January 20066. Landis, R. B., "Student Development: An Alternative to 'Sink or Swim'", Proceedings of 1994 ASEE Annual Conference, June 19947. Lotkowski, Veronica A., et al. "The Role of
negatively with team performance at ρ = -.21. Additionally, teams perceivedsignificantly higher levels of innovation efficacy, meaning they believed they could create moreinnovative solutions to the problems they were presented in lab. Furthermore, the significantincrease in team cohesion reveals the improvement in team relationships that were formed duringthe team experience. While team cohesion reflects the enjoyment of a teamwork experience,meta-analyses have also demonstrated that it is positively related to team performance24, 25.Collectively, the results shown above highlight the effect of the SUIT training frameworkwhereby all team dynamic variables were influenced in the desired direction.Despite the positive trends highlighted above, the
engineering pedagogy. A brief examination of syllabi, course descriptions, andpedagogical objectives shows that we often inadvertently also define psychological constructsand objectives. For example, the posted description for the introductory course herein describedcontains phrases including: “the role of creativity” “requiring a balance” “a significant, hands-on, case study “cultural, political and other project” considerations” “fun and challenging”Each of these has strong psychological components; after all, what is “fun?” At what level ofdifficulty does an individual find a task “challenging?” Some of these are reflected in
adjusted his design. See figure 2 for a frame of Peter sketching adesign solution. He initially generated a list of ideas and in general did not discard his idea. Heoften modified his current idea to meet a newly found or newly understood constraint. Page 26.1079.6Tabitha: Methodical Process which led to Early Integration of Mathematical and DesignThinkingTabitha began the playground task by statingassumptions about the layout of the lot and theregional location. She reflected on herchildhood and remembered playing on themerry-go-round. She did not spend timegenerating ideas rather she first completelydesigned and thought about what would
not expected since it was anticipated that therewould be a strong correlation between problem difficulty and problem score. It is possible thatthe subjectivity in the classification scheme for problem difficulty and complexity haveinfluenced the results obtained.We were not able to find a correlation amongst high school averages, our math assessment scoresand first-year GPAs. It is plausible that the math advisory exam may not be a reliable predictorof math readiness of our students, or that the high school grades are not consistent with thestudents’ skills in the various subject areas. Students that enter our first-year program are able toupgrade their high school marks, and these upgraded marks may not necessarily reflect theirachievement
previous shortcomings are somewhat reflected in observed changes to the class gradedistributions. The data from the summer 2012 course (114 students) was compared toconglomerated course data from 2008, 2009, 2010 and 2011 (325 students) from the sameinstructor at the same class time. The historical trend for the course is for approximately 27% ofthe students to earn A’s, 33% earn B’s, 23% to earn C’s, 8% to earn D’s and 9% to earn F’s(Figure 1). For the 2012 class, there appeared to be a dramatic shift within the gradedistributions from the historical trends. As shown in the Figure, 42% earned A’s, 16% earnedB’s, 7% earned C’s, 26% earned D’s and 9% earned F’s. Data were also compiled for the sameStatics class in the summer of 2013 (148 students
their sessions, some measures were not utilized by Instructor B.The outcomes of student performance were categorized into two levels: (a) individuallevel performance and (b) team level performance. Here, individual level performanceindicates individual students’ scores from their own performance on enculturation factorsand team level performance indicates that students in the same team received the samescores as reflection of teamwork for an activity on enculturation factors. The mostfrequent number of team members was four and a few teams had three, due to the lack ofstudents or attrition. Table 2 shows characteristics of the measures utilized in this study,related enculturation factors of each measure, and the level of performance. Details
Education, Savannah, GA. https://engineering.purdue.edu/MIDFIELD/Papers/paper08.pdf6. Meadows, L.A., Fowler, R., and Hildinger, E. S. (2012). Empowering students with choice in the first year. ASEE Annual Conference and Exposition Proceedings, San Antonio, Texas. Retrieved from: https://www.asee.org/public/conferences/8/papers/4128/download7. Meyers K. L., Silliman, S. E., Gedde N.L. and Ohland, M. W. (2010). A comparison of engineering students’ reflections on their first-year experiences. Journal of Engineering Education, 99, 169-178
this paper are those ofthe authors and do not necessarily reflect the views of the National Science FoundationReferences:(1) Yawson, R. M. An epistemological framework for nanoscience and nanotechnology literacy. Int J Technol Des Educ 2012, 22, 297-310.(2) Resources: Courses Browse Visually. https://nanohub.org/resources/courses (accessed May 25, 2014.(3) Veety, E. N.; Ozturk, M. C.; Escuti, M.; Muth, J.; Misra, V. In Tilte, Indianapolis, Indiana2014(4) Rodgers, K. J.; Kong, Y.; Diefes-Dux, H. A.; Madhavan, K. In Tilte2014.(5) Schlosser, P.; Trott, B.; Tomasko, D.; Clingan, P.; Allam, Y.; Merrill, J. In Tilte, Chicago, Illinois2006.(6) Abernathy, S. M.; Carruthers, B. E.; Presley, K. F.; Clingan, P. A. In Tilte, San Antonio, Texas2012.(7
fact that SEEDS programs provide an immediate link to other underrepresented populationsin the Clark School of Engineering through LLCs and regular networking events.Regardless of the type of SEEDS program in which they participated (i.e., LLC, mentoring, orthe combination of LLC and mentoring), engineering undergraduates were more likely to beretained within engineering than peers who did not participate in SEEDS programming.Moreover, based on the study’s findings it appears that participation in the LLC programs (i.e.,Flexus and Virtus) in combination with the mentoring program may have the most positiveimplications for student retention. Reflected in the results, as a whole SEEDS students whoparticipated in the combination of living and
custom robotic platform, theEbot, that students incrementally build and enhance each week. Initially, students build an Ebotthat they can manually drive forward and backward. By the end of the module, students create anautonomous line following robot. Throughout the process, students are asked to reflect upon howthey could improve upon the previous week’s design. As part of this process students areintroduced to various electrical/electronic devices, such as a digital multimeter, a DC powersupply, SPST and SPDT switches, a phototransistor, DC motors and a microcontroller. However,the primary goals of the module are to introduce students to aspects of electrical and computerengineering and engineering methodology related to design, and to
teaching assistant. The design project assignment wasworth 30% of the students’ final course grade.The Maryland Institute College of Art (MICA) is an art and design school, also located inBaltimore, Maryland. The design project assignment was part of two separate 3-credit FYEcourses: Body/World/Machine, in which students (2 male, 14 female) explore the role of thebody, social space, and the media through intensive studio production in a range of formats, andPrototype/Situate/Fabricate, in which students (6 male, 12 female) create, represent, respond,and reflect on form, function, and structures in space. Each course met on Thursdays from 9am-3pm, and each had one instructor and one teaching assistant.The buildings in which the JHU MechE Freshman
(learning by applying information) and reflective learning (learning byexamining/manipulating information) [2]. At the same time, deeper learning is also achievedthrough peer-to-peer collaboration. To achieve this, students are paired based on experience andinterest, which helps keep them engaged throughout the course [3]. In this way, students mustbecome familiar with topics of less interest or familiarity, but also thrive by inevitably teachingothers topics they are familiar with, which also helps keep them engaged due to the confidencethey already have with the material they are assisting others with [3] and increases their ownlearning through teaching [4].While the teaching approaches incorporated into the developed course are suitable for
and conditions vary bycrowdfunding platform and by project, but generally speaking contributions are considered eitheras donations or investments; to reflect this, contributors are referred to as “backers”.Crowdfunding campaigns for consumer products are quite common. Often these productsrepresent innovative but unproven designs, emerging technologies, or niche products with alimited but passionate consumer base, such as hobbyists or fans of a particular franchise. Somecampaigns represent products in the early stages of development seeking funding to enablefurther testing and refinement of the design. Others are more complete, soliciting funds toenable a production run. Because these projects are seeking investors, designers
nationalproduct (GNP). The by-product of our unified educational opportunity for all citizens is in thenation’s economic and technological strengths. In order to increase the number of engineersneeded for our economy we must adequately prepare USP in foundational courses such as algebraII, pre-calculus, calculus and chemistry at the K-12 level. USP students must be encouraged,counselled, and prepared at the K-12 level to complete these foundational courses if they aspire topursue STEM as a major at a top tier university such as the University of Florida (or other top tieruniversity). At the university level, higher education practitioners must be committed toperforming on-going and reflective strategic planning for continuous improvement of their
content ofthe quest has been mastered, leading to its approval or that the quest has been returned,demonstrating that they have not yet mastered the content. Whether quests are returned orapproved, students receive personalized feedback on their completed work.Figure 1: Screenshot of a quest within the Rezzly platform[17]. Quests within Rezzly are scaffolded based on content area and level of difficulty. Eachquest belongs to a category that reflects the goals of the first year engineering program. Thecategories are summarized in Table 2.Table 2: Quest Categories in the Homework Platform Summarized Category Topic Examples Number
technical communication strategies developed over thecourse of the projects, as students work to develop an interactive means for the general public toexplore and understand their technical research.Discussion & Student FeedbackThis course exposes students to forms of technical communication beyond typical lab reports toresearch proposals, journal articles, and poster presentations that some engineering students maynever be given the opportunity to practice otherwise in their undergraduate experience. Thisexposure opens doors to new possibilities of what engineering work students thought they werecapable of, particularly within the first year of their college experience.Student experiences also reflect the course’s ability to prepare students