Page 26.483.5Given/Find, Strategy, Governing Equations, Numerical Solutions, and Reflection, commonly usedin advanced mechanics courses and upper-division engineering courses at ERAU. In Given/Find,students are required to use appropriate variables and notations to represent what is given and whatis to be found. By relating given information to relevant principles, tentative strategies along withthe associated rationale are presented in Strategy, followed by governing equations. When a systemof independent equations for the equal number of unknowns is obtained, Matlab is used to findnumerical solutions. Finally, the problem solving is concluded by students’ reflection on theproblem by verifying the correctness of the solution and discussing
, professionalism, dynamism, agility, resilience, flexibility, and Page 26.631.4capacity for lifelong learning (pp. 54-56). The emphasis on these attributes reflects anassumption that engineers of the future will no longer be able to rely solely on a core body ofexpertise throughout their careers. Perhaps more importantly, it reflects a desire to see engineersand engineering exercise appropriate influence for the public good and to attract talentedstudents to a profession that both pays well and provides personal fulfillment.Engineering leadership programs as they are portrayed through their websites appear focus oncurricula, requirements, and the benefits
information sharing has demonstrated a need to examine theeffects of the relevancy and newness of the information exchanged among teams and teammembers to support group decision-making and overall performance of the team.32Beyond formal meetings and tag-ups, continuous, informal communications across immediateworking groups increase design team effectiveness and synchronous reflection on goalaccomplishment.3,24 Unprompted design discussions stimulate peer review opportunities andcontemporaneous sharing of design tasks.24 Moreover, these informal gatherings promotecontinuous awareness of and reflection on design issues, increasing response time to addressingand solving these challenges.24Previous research has investigated the exchange of information
.)On the other hand, there was an increase on the post-assessment in several responses, mostnotably for the following coding categories: needed for future career (to obtain, do well in) (pre- Page 26.1542.10assessment: 13%, n = 7; post-assessment: 29%, n = 16) and needed for safety, legitimacy, beingqualified in engineering (pre-assessment: 7%, n = 4; post-assessment: 18%, n = 10). To a lesserextent, coding categories accurately reflect what you know, academic record (pre-assessment:13%, n = 7; post-assessment: 20%, n = 11) and to recognize those who deserve credit (pre-assessment: 7%, n = 4; post-assessment: 13%, n = 7) were also more often
Engineering CourseAbstractAt Michigan Technological University, a phenomenological approach has been used to teachengineering ethics in a one-credit semester long course taken primarily by 3rd and 4th yearstudents for the past three years. In this course students examine what it is to be an ethicalengineer through a series of readings about ethical engineers, personal interviews with engineers,and their personal reflection about their own character and values. From these experiences,students begin to encounter the “essence” of an ethical engineer. They were asked to experience,as much as possible in a classroom setting, the phenomenon of being an ethical engineer. Pre-and post-test results of the Defining Issues Test-2 (DIT-2, a validated and
Tool in Addressing Gender BiasAbstractAfter decades of addressing the gender bias in engineering and computer fields, there areexpectations, particularly by women in these fields, that the biases would have been eradicated 1long before 2014. However, an Implicit Association assignment addressing the Gender Gap inmultiple recent semesters of a Computer Ethics class produced results which the author foundboth surprising and disturbing in the biases reflected, and justified, by current students. As astrategy in dealing with this, Problem Based Learning (PBL) was used as the basis of a moreextensive, team-based project in the Spring 2014 iteration of the class. The three
operation... • When an action is repeated and the individual reflects upon it, he or she can make an internal mental construction called a process which the individual can think of as performing the same kind of action, but no longer with the need of external stimuli... • An object is constructed from a process when the individual becomes aware of the process as a totality and realizes that transformations can act on it... • A schema is a ... individuals’ collection of actions, processes, objects, and other schemas which are linked by some general principles to form a framework in individual’s mind...In this theory, every concept can be constructed on different concepts and schemas. For example,if a researcher
development and skill levels forstudents in those grades. Teams will report out on their experiences at the end of the workshop.• Concluding activities and discussionsParticipants will reflect on how these activities and materials can be used in their classes. Wewill review "engineering habits of mind" and 21st Century skills; how the engineering designprocess can integrate topics from science, math, history, and communication arts, and engagestudents via project-based learning.StandardsApplicable national standards for the selected ETKs appear at the end of this application as percommunication with Ms. Hurd. Please note that all of the ETKs are grounded in Virginia'sStandards of Learning in math and science; many also match to standards in other
links people and design. Discussions will include how to use this connection to motivate STEM learning and encourage pathways into engineering. The highly interactive workshop will use a varied instructional approach with brief presentations, large and small group discussions, building and testing prototypes and reflections included in the workshop. The facilitator has conducted over 100 presentations and workshops on STEM and engineering education. He is a professional engineering with industry experience in design and a faculty member in engineering education. Participants should be ready for active engagement to cover a lot of material in our brief session
to complete undergraduate degrees in STEM programs. Page 19.22.2The importance of a transferrable innovative learning system model that is focused on aninclusive, integrative, experiential, and dynamic STEM undergraduate degree training is greatlywarranted. Studies have demonstrated that learning is a lifetime process that supports a student’sacquisition of knowledge, skills, attitudes and behaviors towards success not just while employed(Gardner, 1994; Fink 2003). One way to address this learning process is through experientiallearning, which provides concrete experiences (i.e., laboratories, field works, problem sets),reflecting
legislated equality for women in work,education and law. The activism of the second wave of feminism produced the majority ofcurriculum feminization and raised concerns about the effect of feminized curriculum on boys.The third wave, also called post-feminism, is a time of confusion for most girls and women whobelieve they live in a society of equality but experience sexism in many obvious and hiddenways. British Columbian curriculum documents no longer mention feminist requirements butfocus on aboriginal and racial diversity, reflecting the post-feminist culture that women are equaland sexism no longer needs mentioning. The post-feminist constructs of Girl Power andSuccessful Girls9,10 send the message that girls can do and have anything, yet
, de-sign, analyze and prototype parts and products. The actual realization of physical products isdeemed important to the iterative design process – students should not only experience a designand manufacturing process, but also reflect on the physical manifestation of their ideas and ulti-mately experientially improve their engineering design abilities. To this end, several inexpensivekit-based CNC machines were compared on the basis of cost per working area/volume, machin-ing capability and simplicity of use5,6. The following two CNC platforms were selected for themechanical component in the initial deployment:• Inventables Shapeoko II: The Shapeoko II is a kit-based, hobbyist CNC machine designed by Edward Ford and distributed by
courses in the MEM, chosen case studiesand their analyses and presentations and engagement in a team project. Out of thesethe first two were assessed on a formative basis. The team project and submitted caseanalysis were assessed on a summative basis. A table showing sample projects ispresented. Feedback obtained from a sample of the two past student cohorts indicatesthe effectiveness of the method.1 Introduction Capstones are integrative learning experiences near the end of a curriculum thatenhance student learning through reflection, application, and synthesis of previouslygained knowledge and skills throughout the program [1]. These gained knowledgeand skills allow the students to make valuable connections between theory they havelearnt and
26.822.9and computer science students?To address this question, quantitative survey data were analyzed first. The survey findingsshowed that students were most frequently “active or very active” in laboratory groups andinformal study groups and least frequently active in study abroad programs, activities sponsoredby the home college, and women/minority organizations (Table 3). More frequent and activeparticipation in lab groups and informal study groups reflects overall the emphasis and prioritythat engineering students place on their studies,19 while on the other end of the spectrum, theinfrequent participation in study abroad programs is consistent with generally low participationin such programs by engineers nationally,20 and may also be a result
were lost in the busy work of figuring out what button to click next in thetutorial sequence.Seeing that the sequence of tutorials and homework was proving to be problematic, the “flip theclassroom” movement offered a potential to improve the instructional design of the lab portion ofthe course. The flip the classroom philosophy has students watch lectures at home and then doactive exercises during class time where faculty expertise can be leveraged to help guide studentsthrough problems or offer reflective critique of their work in progress. This instructional methodcaptured our attention as a means of improving the BIM labs and moving away from the in-classtutorial-based lab sessions. We would flip the labs: have the students do the
of three versions of a survey, each in adifferent language, with three different cultural groups.6 Thematic analysis was used to identifyconceptual, contextual, and semantic issues with the survey implementation with samples fromthe three distinct cultural groups. These findings were evaluated holistically with quantitativefactor analysis and item analysis to evaluate and improve specific survey items.Another approach was identified by Onwuegbuzie, Bustamante, and Nelson.7 In their ten-stepInstrument Development and Construct Validation framework, they discussed a number ofapproaches to writing survey items (e.g. literature review, Delphi study, personal reflection).These authors utilized both quantitative and qualitative data to validate
system in order to provide the village of Vuelta Grande withpotable water. The two-week abroad experience in Guatemala, between the fall and springsemesters, consisted of working with the adult leaders of the village to design, procure material,build, and test the rainwater catchment-filter system. During the Spring 2014 semester followingthe experience weekly culmination meetings allowed the students to reflect and document theirexperience in a series of presentations to the college and the local professional community. Thestudent delegates conducted a self-assessment survey in which they rated their growth beforeand after the abroad experience in six relevant constructs related to their professional andpersonal growth. The instrument was based
specificcontent area, and micro-communities of practice as those reflecting collaboration of smallercohorts of STEM faculty, in-person and virtually.This study addresses the following research questions: 1) How do engineering faculty involvedin a community of practice engage in knowledge transfer? 2) How does knowledge transfer ofspecific evidence-based instructional practices occur in an engineering faculty community ofpractice?Conducted within a large research project aimed at exploring stages of pedagogical change, thiswork utilizes a qualitative methodology. Nine faculty in a first-year engineering departmentparticipated in hour-long semi-structured interviews exploring use of EBIPs and collaboration.Interviews were analyzed using thematic coding to
a means for pre-service elementary teachers tolearn how to make connections between science and engineering concepts. In the present study,the emphasis will be on understanding the connections through the developed and implementedinstructional strategies and teacher reflections on the experiences during the elementary sciencemethods course. The following questions guide this study: How does the collaboration between engineering students and pre-service teachers impact the subject matter knowledge needed to design and implement instruction for science and engineering? What are the affordances and constraints that pre-service teachers’ identify as impacting the process of designing and implementing
understanding involved the creation of concept maps(cmaps). A concept map is a technique of graphically organizing information to show howvarious items are related to each other. There has been significant research into the creation ofconcept maps as well as their use in assessing student learning [5], [6], [7]. Concept maps havealso been used to assess student learning in the specific area of sustainability [8], [9], [10].For one of the sustainability problems on the final exam, the students were asked to describe theinteraction between the earth and the sun. Specifically, they were instructed to use only four tofive sentences and to include the following terms: {reflect, absorb, atmosphere, surface,greenhouse gas, radiation, ultraviolet (UV) light
been found in related work.Background and Theoretical FrameworkIn his social cognitive theory, psychologist Albert Bandura put forth a framework of humanfunctioning that accorded a central role to individuals as determinants of the course of their ownlives. This perspective countered dominant behavioristic theories, which viewed human behavioras the product of external stimuli and reinforcements. According to Bandura, the capacity to planahead, to reflect, and to self-regulate enables humans to exercise a large degree of control overtheir environments and behavior. People originate thoughts, ideas, and actions, all of which makethem agents in their own lives. Central to human agency is a belief that one can bring about theoutcomes one is
the movie followedby discussion of various elements of corruption and unethical behavior portrayed in the movie.Students are assigned specific topics to reflect and write about and then lead an in-classdiscussion based on the findings. The video is streamed for repeated viewing through the securecourse Blackboard site and the students complete a fairly lengthy discussion memo submittedonline prior to the course meeting.Civil Engineering Profession and LicensureCivil engineers must focus on becoming experts in their field and exercise their leadershipabilities to benefit themselves, their families and society as a whole. To reinforce our role as aprofessional, students are asked to interview a civil/construction engineer with a PE license
activities, demonstrations, and labtours. This instructor model allowed continuity for the students while bringing in experts for thevarious modules.Program LogisticsThe one-week camp was held from 9:00 am to 4:00 pm Monday through Friday on the UWcampus. Each day was divided into morning and afternoon sessions of approximately 2.5 hours.At the end of the day, the students reflected on what they learned and participated in small groupdiscussions. A brief schedule of the program is shown in Table 1.Throughout the camp, students were exposed to “college life” at UW. During the 1.5-hour lunchbreak, students and camp staff walked through campus to the student center and purchased lunchwith UW meal cards provided by the camp. Students were encouraged to
development. Reflection and reciprocity are keyconcepts of service-learning” (p. 5). This reference also comes from a field outside of STEM, and acknowledges student engagementin activities to address human needs, while listing reciprocity as a key component. Furthermore, acknowledging the reference ofexperiential learning and its connection to John Dewey13, Paulo Freire, and social justice/change8,32,14,43, which further contribute tothe human aspect that is embedded in service learning9. These components directly connect to support of underrepresented studentpopulations, and need to be highlighted in STEM service-learning programs in order to alter current concerns as it relates to retainingthese student populations. The service-learning
scores of each of the five constructs (e.g., CONTENT, QUES,etc.) each reside near the midpoint of the scale, to avoid construct measures that are not overlyskewed. The second parameter, validity, takes many forms, but they each indicate, in differentways, the degree to which the instrument accurately measured the intended underlying construct.Content validity for this survey is exhibited by showing that this instrument reflects all of thedimensions of interest described by the FPMID, including: independent content engagement(CONTENT), independent questioning (QUES), positive feelings (FEEL), use of feedback(FEED), and perseverance (PERSEVERE). As a way to establish construct validity, we examinethe degree to which all items on the FIDES
with increasedglobal preparedness. Further, students’ performance on the instruments was found to becorrelated with particular programmatic elements of the experiences such as duration of studyabroad, the number of non-engineering courses students took with global foci, number of timestraveled abroad, and the amount of student reflection that occurred during or after travellingabroad. The study broadens the knowledge base about contextual factors associated withengineering global preparedness.IntroductionThe engineering workplace is becoming increasingly multinational because of technologicaladvances and global economic integration. Companies now seek graduates who are able towork in multinational teams that may cross temporal, geographical
tool.Presenting the results A discussion of what was found from the literature search and subsequent review ispresented based specifically on how previous work done answers the research questions andwhat future recommendations can be made. The patterns reflected in the data were also discussedto show how the conclusions made from the review are warranted. This paper concludes with adiscussion about gap in the literature that the review uncovered and suggestions for future workor directions.Findings At the first stage of data extraction of the 12 selected studies, eight were found to haveprimarily qualitatively collected data while the other four were quantitative. There were fivecases of the activity being implemented in lecture classes
atmosphere of reflection and individual feedback that formsthe foundation for continuous improvement. Capacity is the various applications of one’s knowledge and the roles it enables one totake on. This is primarily developed in the classroom, first, by encouraging students andproviding them with diverse opportunities to contribute to extracurricular efforts, form part ofdiverse communities, or organizations. Secondly, classes teach students on the importance ofidentifying and assigning distinct roles within projects and team efforts. Students learn about allof the parts and roles required in the process of taking ideas to realities and producing a desiredoutcome. Students are presented with multiple opportunities to develop skills that
participants to educational theory and mentored teaching practice.The intermediate level certificate is achieved upon completion of a course on fundamentaleducation theory (PSPFC 1001) and a mentored teaching practicum (PSPFC 1002): • PSPFC 1001 introduces graduate students to principles of learner-centered teaching and provides opportunities for students to design lesson plans, practice implementing those lesson plans through micro-teaching sessions, self-reflect on those experiences, and give Page 26.741.4 and receive peer feedback. The course size commonly ranges from 16 to 20 students. • For PSPFC 1002, students
andimplement engineering design challenge modules. The key to the program’s success areresource coaches, engineers and master teachers, who guide the teachers through the process ofcreating and implementing lessons incorporating engineering design activities and provideinvaluable feedback as teachers reflect on their own practice. Program evaluation focuses on teacher change in instructional practices, student growth incontent knowledge, and student engagement. By participating in engineering courses andpedagogy workshops, creating and implementing modules incorporating engineering designchallenges unique to their course content, and receiving continual support and guidance from aresource team of engineers and master educators, teachers report