theirknowledge and interest in the field. This paper evaluates the effectiveness of this course overthree years in two areas: (1) fostering interest in civil engineering among high school students,motivating more students to pursue this path in college, and (2) training graduate students (futureengineering educators) on best practices for student engagement, knowledge transfer, and coursedesign. Many data sources are reviewed for this study, including student artifacts, instructorlessons, and pre-and post- course reflections. These longitudinal data include the period impactedby COVID-19. As such, this evaluation also considers the effects of transitioning to online-onlydelivery, in-person teaching with COVID-related restrictions, and traditional on
Paper ID #37280Pairing Self-Evaluation Activities with Self-Reflection to EngageStudents Deeply in Multiple Metacognition StrategiesAnu Singh, University of Nebraska, LincolnProf. Heidi A. Diefes-Dux, University of Nebraska, Lincoln Heidi A. Diefes-Dux is a Professor in Biological Systems Engineering at the University of Nebraska - Lincoln. She received her B.S. and M.S. in Food Science from Cornell University and her Ph.D. in Food Process Engineering from the Department of Agricultural and Biological Engineering at Purdue Univer- sity. She was an inaugural faculty member of the School of Engineering Education at Purdue
,qualitative and quantitative assessment methods and findings are explained, which overallindicate that students may have experienced both cognitive and affective benefits from theapproach. Finally, a discussion and conclusion offers additional details and reflections about theuse of IE and transmedia in undergraduate engineering.The Development & Delivery of EGR 340Geotechnical Engineering (EGR 340) is a technical elective offered by the Picker EngineeringProgram at Smith College. Established in 2000, the Picker Program is the first engineeringprogram at a women’s college in the United States and one of only a small number of 2engineering programs
teaching.Theoretical FrameworkA reflective teaching framework guided the framing of this article. In this adopted reflectiveframework, the instructor “focuses on themselves, their beliefs, and personalities, and how theseinform their classroom practices.” [1, p. 3]. In addition to this, the evocative theoretical approachto autoethnography in which the author carries out a systematic self-introspection and recall oftheir personal story is adopted in this study[2], [3]. Auto-ethnographers recall their livedexperience to understand and relate them [3].When writing this article, the first author reflected on her classroom experiences of whatpedagogical strategies have worked in the classroom. To further explore the first author's livedteaching experience, a team
Engineering Connect,was designed for the first-year students in an engineering department with the idea of increasingstudent success, engagement, and retention. The program was implemented into a CornerstoneEngineering Design course being offered for first-year students in the engineering department.The students were assigned to complete weekly reflections on the course Canvas space onmatters related to their learning and campus experiences as an engineering student. The inputsfrom these weekly reflections were analyzed by faculty each week and an engagement plan wasset in place with the students who were identified as needing help and guidance on courseworkand/or campus related matters. Also, the students having a successful week were
(intervention group allowing students to choose from the instructor-led activities),RQ2: What themes emerge when instructors and students are asked to reflect on the pros andcons of offering student choices in selecting course activities?The results of this study will help better TA training and help create a teaching developmentworkshop for the STEM instructors interested in adopting a student involvement strategy byoffering students choices.MethodThis mixed-method study is spread over two terms (Fall 2022 and Winter 2023).Context: To study the effects of student involvement in the choice of course activities on studentexperience, the instructors of ExpecTAtions, also the collaborators, permitted redesigning theircontent and intervention within their
Reflection on Faculty DevelopmentAbstractMany engineering faculty have been involved in some form of engineering education research(EER) during their professional career. This may range from a relatively superficial participationas a collaborator on a small departmental education initiative to a larger role in a leadershipposition as a principal investigator on a multi-institutional research grant. Regardless of the levelof involvement, each engineering educator must evolve and invest substantial time to acquire alevel of EER knowledge that is commensurate with their desired degree of participation. Forthose educators who are motivated to fully immerse themselves into a potentially rewarding EERprogram with the expectation of perpetuity, their
., vertical versus lateral reading), but also toevaluate and incorporate sources written by non-subject-matter experts (e.g., how one mayutilize research journalism and news reporting versus scientific and technical publications).Natural language processing (NLP) models such as ChatGPT are also included in the sourceevaluation exercises, reflecting emerging concerns about how they will affect research andwriting.This paper argues that source evaluation is a skill that must be taught in all STEM classrooms;the stakes for society of producing STEM graduates with a poor research foundation are simplytoo high. Just as STEM students learn to flex their critical-thinking skills to make reason-basedprofessional judgments, they can apply those same critical
1.8 67 5.2 Women 28 1.6 32 1.8 101 5.6 161 8.9 * Average number of excerpts per interview in each categoryConsidering the three needs separately revealed important nuance about what types ofexperiences seem most salient to faculty when reflecting on positive and negative workexperiences. Relatedness needs were addressed by far the most often, accounting for two-thirdsof all the fulfillment reflections and over half of all the need frustration comments. Of theremainder, competence needs (both fulfilled and frustrated) were identified slightly morefrequently than autonomy. When analyzed by gender, even more striking patterns emerged. Menand women described
components: personal information management, personalknowledge internalization, personal wisdom creation, and interpersonal knowledge transferring.Information management consists of collecting, evaluating, and organizing information.Knowledge internalization includes analysis, learning, and reflection. Wisdom creation is ahigher order of thinking that adds problem-solving and creativity to the process. Finally,knowledge transfer includes sharing and communicating what was learned in the othercomponents.There are many overlapping concepts between PKM models and how Luhmann implemented hisZettelkasten. Jarche [4] offers the simplest model which is seek, sense, and share. The steps ineach system are key aspects of what faculty are expected to do for
of Computing in EngineeringThe need to learn computer programming is well understood in some engineering disciplines; forothers, the application of programming is less evident (Arjmandi, Woo, Mankelow, Loho,Shahbaz, Auckaili, & Thambyah, 2023). Coding builds independence, computational thinking,and the ability to reflect on and critique one’s efforts (Siu, 2022). For example, when studentslearn to debug code, they are learning the process of finding solutions to their errors and beingable to view things through a critical problem-solving lens (Siu, 2022) … just the things thatengineers need to know how to do. Therefore, this course familiarizes students withmicrocontrollers, an integral part of many modern, technological devices, with a
equipment. The number of students making similar comments is also included in thetable. The majority of these comments reflected the value of learning both types of equipment totake advantage of their strengths. Several students noted that the measurement performance ofbenchtop equipment is superior and preferred it for that reason.Table 2. Summary of selected student comments on M2K and benchtop equipment grouped by category of response. Number of students providing similar comments is noted. # ofCategory Selected Student Comments
Canvas (due to campus-wide adoption of Canvas to replaceBlackboard) to do the same in Spring 2022 and Fall 2022. It takes time to set up such enhancedmulti-part problems on Blackboard or Canvas, but these problem sets are reusable, and thestudent responses are positive. This paper describes how to create such multi-part problems withrandom parameterization on Blackboard and Canvas, and presents the evolvement of studentperceptions from Fall 2019 to Fall 2022, to reflect on the impact of the pandemic.IntroductionActive learning is proven to be an effective pedagogy to improve student performance [1], wherethe students may be engaged in problem-solving, experiential learning, teamwork, a flippedclassroom, or other learning modalities. Timely
reverse engineering and experimental datacollection. It was decided upon that the project would be based around a 5 hp Briggs andStratton engine. In the projects students disassembled a set of engines and had discussions aboutthe material selection and engineering design choices made. Then, using an identical engine,performance measures were collected using a small engine dyno. In this paper, theimplementation of the project along with the learning outcomes from the project are presented.The results and conclusions drawn from a reflective assignment will be provided to express howstudents perceived their knowledge gained from the project specifically in the area ofengineering design and analysis.IntroductionIt is common knowledge that hands-on
weighting of each experience design.This work analyzes GSLC experiences to define the instructor's skill set for successfullearning. In addition, the objective is to reflect on the lessons learned and training needs offaculty enrolled in a GSLC to offer general recommendations for future programs.MethodologyThis research analyzes data from 20 GSLC experiences implemented during the last fiveyears between Tecnologico de Monterrey and Universities in Latin America and Europe,focusing on the instructor profile to identify specific skills that a professor must have for asuccessful GSLC preparation and implementation. In addition, we studied the information onprofessors, partners, course theme, teaching tools, and the percentage of students who
that I ran into while conducting thisproject is that the students believed the project was too much work for the amount of time theywere given, which was two weeks. After giving the project and reflecting on the results, I do notthink that the project was too much work, I believe the students were overwhelmed since it wasvastly different then the textbook particle kinematic problems they had been working on.In Mini-Project 2 the students found it interesting how dynamics principles can be used to designparts. In-class they have been learning about how to use kinematics to analyze the motion ofobjects but have not had the opportunity to look at it from the perspective of designing themotion of the object. While conducting this project I told
considerable lab and office spaces allotted as they were not quantified as a part ofthe package. They are typically discussed in negotiations as discussions occur, during interviewsand as on-site tours are conducted.Within Table III the means of the total packages and the standard deviations are described.Notably, the means vary from $234,747 to $398,418 in size but the standard deviations areperhaps the most interesting in CEE and MAE. The standard deviations of $85,994 within CEEcohort and $87,875 in the MAE cohort were large. ECE is close behind with a standard deviationof $65,735. MAE and ECE generated the most federal grant funding and CEE was third duringthe period [20]. The start-up package sizes don’t reflect the federal grant funding acquired
boundaryless new spaces of knowledge. To truly impact the world, webelieve this is the next step in STEAM and encourage faculty to push themselves to explore thesespaces and collaborations.AcknowledgementsThis material is based upon work supported by the National Science Foundation under Grant No.1811119. Any opinions, findings, and conclusions or recommendations expressed in this materialare those of the author(s) and do not necessarily reflect the views of the National ScienceFoundation.We would also like to acknowledge and thank the faculty participants for this work who werewilling to engage with the public in this unique format. We are grateful for your participationand insights.Finally, we would like to acknowledge the rest of the larger study