advantage of using clickers in the classroom over otherinstant feedback methods is the level of anonymity that it provides to the students in answering thequestions [1, 6, 7]. This anonymity can be very helpful in lecture/discussion type classes seen injunior level engineering courses that typically have smaller class sizes. Students in these smallerclasses are more likely to be influenced by their peers when answering questions through traditionalmethods, such as polling by hand raising [9,10], and may not answer truthfully. This can affect theinstructors perception on the class’s understanding of the material, and could lead to some studentsinternalizing misconceptions that would not be corrected. Here, iClickers (an instant feedback
research approach includes a combination of an- alytical models, micro-simulations and empirical analysis of transportation data. He has authored over 50 peer-reviewed journal articles, over 50 refereed conference proceedings, and numerous research reports to sponsors. He has worked on research contracts valued at more than $5 million, sponsored by the Penn- sylvania, Washington State, Montana and South Dakota Departments of Transportation, US Department of Transportation (via the Mineta National Transit Research Consortium and the Mid-Atlantic Universi- ties Transportation Center), Federal Highway Administration, National Cooperative Highway Research Program and National Science Foundation. Dr. Gayah currently
reported, "I procrastinate. My challenge is overcommitting myself and not finding sufficient time to dedicate to study for a particular exam. More of an issue for midterms than final exams. Course material can be hard to learn in cram sessions and may need discussion with peers for me to fully grasp an idea, and this can be hard to do at the last minute."4) Courses out of major (~6.67% students). Students attributed irrelevancy of out-of-major classes to keep them engaged, possible challenge. For example, a student said, "I find it challenging if courses are not from my field. It is difficult for me to keep up with the necessary background, like mathematics background in my statistics or programming classes."5) Language barrier
. American c Society for Engineering Education, 2021 Adventures in Transitioning Team-Based Learning from In- Person to OnlineIntroductionGood communication is fundamental to facilitating active engagement online and to providing anoutstanding educational experience. In the world of COVID-19 and the shift from in-person toonline learning, good communication between instructor-to-student and student-to-student can bechallenging. If a student is reluctant to ask a question in a traditional lecture hall, they may alsobe reluctant to ask a question in front of their peers in a Zoom meeting. Yet these interactions arecrucial to maintaining active student engagement in an online
with paint that allowed students todraw and write on the wall’s surface. The approach to the makerspace design supported theReggio Emilia philosophy that the environment benefits the learning experience. Further, thesespaces can provide a feeling of belongingness for students, as has been the case in makerspacesat the university level. [11][12] For this paper, we begin with one of the stories shared with the kindergarten students,Creepy Carrots by Aaron Reynolds. This fictional text was read and discussed as a preliminaryactivity to provide a problem for students to think about followed by students’ designs of asolution to the problem (the Youtube read aloud may be found here:https://youtu.be/NJnIEbVLq90 ). The crux of the problem is
. Novelties of Our ProjectAmong all the programs available for freshman and sophomore students, it has been shown thatengaging students via summer research and enrichment programs can significantly improveretention [4] [9] [11] [12], GPA [5] [6] [7], and graduation rates/time [10]. The rationale behindthese success stories is that engaging students in the summer program promotes their interests,broadens their knowledge, and fosters a closer relationship between students and their peers andprofessors, which in turn positively affects academic performance. Different from the previouslyestablished summer programs, our project activities had the following novelties:(1) Low floor, wide walls, and high ceiling: The summer research was based on project
or ECE, such as Control Theory, Digital Signal Processing or StructuralDynamics.The curricular goals of ESA are to further develop students’ skills and expertise in theengineering analysis process, increase their self-directed and peer learning abilities, and toconvey content that is common to ME and ECE programs. The focus on quantitative analysis ispart of a broader effort to educate students in this area. The course material is built around ahands-on project to control an inverted pendulum on a cart, a classic problem in control theory[1] which is often included in Signals and Systems and System Dynamics courses [2], [3].To this end, we developed a project using an affordable system based on an Arduino-likeplatform, the Balboa 32U4
instructor feedback ofthose reflections in one of the engineering units that use LAs.The LA ProgramThe LA Program utilizes the three core elements suggested by the Learning Assistant Alliance(https://www.learningassistantalliance.org/). First, in the LA Pedagogy Seminar, LAs receivepedagogical development in in a formal class with their peers, generally in their first term as anLA. Second, LAs meet weekly with the instructor and the graduate teaching assistants as amember of the instructional team to prepare for active learning in class that week. While LAselsewhere are often used in large lecture sections, in the context of the unit studied, the LAsfacilitated learning in smaller studio or laboratory sessions (Koretsky, 2015; Koretsky et al
Map to a Rewarding Career, 4th ed, by Raymond Landis [2]). Professional development and engineering identity elements were enhanced in 2018 by the addition of Gallup Clifton StrengthsFinder [3], team-building activities, job search skills, interview skills training, resume design, and professional conduct before, during, and after industry visits. The 2018 project evaluation revealed that students rated these new PD components highly. All have been maintained and, in some cases, expanded for the 2019 program. c) Dedicated peer tutor: Each cohort has a dedicated tutor for calculus, statics, and spatial visualization (a component of the PD course). Since the program’s second year, the tutor has been a
Engineering Education has been specifically defined and labeled as a discipline [e.g. 6, 7], itis reasonable to apply the general conceptual model to this special case. Therefore, in thediscipline of Engineering Education: Practitioners are classroom instructors, many of whom are also researchers in another engineering discipline. High level practitioners seek to effectively incorporate teaching and learning initiatives supported by the literature of the Engineering Education discipline. Researchers are scholars conducting rigorous, scientific studies in response to engineering education questions and submitting the questions, methods, and results to peer review [8]. Trainers are the engineering
for building educational resiliency and academic success of blacks,Hispanics, and women (Barton & Osborne, 1995; Borman & Overman, 2004; Brotman &Moore, 2008; Castro-Olivo, et al., 2013; Williams & Portman, 2014) all of whom are currentlyunder-represented in STEM fields.Specifically, the work being done in the field is not focused solely on biology (the context for thedesign challenges in this work). Unfortunately, statistics nationwide show that 81% of lifescience teachers do not feel very well prepared to engage classes in problem based learningactivities (i.e., engineering scenarios), while 92% did not feel very well prepared to have studentsmake the subsequent project presentations to peers (Lyons, 2013). These findings
onenhancing communication skills (thesis, grant, and award writing, oral presentations, etc.) thatwill help students be successful in their research. The knowledge translation activity takes placewithin this mandatory course and students usually take this course in the first semester of theirgraduate studies. The learning outcomes for this course are framed as follows: 1) apply searchtechniques to inform and support research, 2) create a thesis proposal, 3) evaluate written andoral work, 4) communicate your thesis to a non-specialist audience and 5) transfer yourknowledge to a broad audience. To enable these outcomes, the course was structured with a mixof individual and team work. Students worked individually to deliver a 4-page written
students to improvisation through a series of warm-ups and games.Facilitators then lead a discussion of how science and technology have changed in the past 100years, followed by a group activity in which they build an artifact from 100 years in the future.The workshop culminates with a performance during which the students work with theperformers to envision the ways their designed artifacts might impact future societies.One of workshops primary learning goals is to help students develop a growth mindset, thus,potentially enhancing retention in STEM. Part and parcel to building a growth mindset isenabling students to confidently and effectively communicate with their peers and instructors.This is accomplished by providing an environment where
about the design process, data collection from potential customers, and tasks toaccomplish their goals that result in the manufacture of their prototype. Recognizing thatstudents need to occasionally take a break from the intensive product design process, theinstructors have also included “design challenges” that allow students to puzzle over achallenging problem for a short period of time (the teams in this challenges are different from theDesign teams). For the residential programs, time is allocated for the students to interact witheach other in peer evening group sessions in order to reflect on the activities of the day, address Page
shear and moment diagrams. Students were provided with the basic platform for thegame but created their own shear and moment diagrams along with the logic for the solution.The games of individual students were compiled in a multilevel game that proved beneficial tostudent learning. The feedback based on student input in the games allows the students to learnand apply new concepts simultaneously. The impact of the games and the student involvementin the game design process have been positive as evidenced by performance on exams andpositive feedback on surveys. Students are motivated to get involved in the game design processby the fact that their work is being evaluated by their peers and that it has some useful purposethat will continue to
Engineering with a minor in Education from the University of Florida in 1996. Previously, he served as Assistant Director of the NSF-sponsored SUCCEED Engineering Education Coalition. In addition to this work, he studies peer evaluation and longitudinal student records in engineering education.Marisa Orr, Clemson University Marisa K. Orr is a Ph.D. student at Clemson University. She received her B.S. In Mechanical Engineering from Clemson in 2005. In her research, she is studying Engineering Mechanics Education. Page 12.176.1Scott Schiff, Clemson University Scott D. Schiff is a Professor of
due to Covid restrictions while still providing students learningopportunities in a controlled face-to-face environment.The transition online also resulted in a need for software and hardware tools for both students andinstructors. For students it was required that they have a digital device (ie. computer, tablet, phone)which had internet access, a speaker, and a microphone. The ideal device is one which has a largedisplay with a strong graphics card, a webcam, noise canceling headset with microphone, and theability to write with a stylus. In addition, access to a printer and scanner is helpful. For the instructor, acomputer with a webcam, headset with microphone with a reliable internet connection and powerfulgraphics card is essential. For
operators improved the overall “quality” of outcomes of evolutionary design.a.) Particle swarms are generated by students working in groups using one of four evolutionarystrategies (1: neither mixing nor mutation operators, 2: Mixing only, 3: Mutation only, 4: Mixingand mutation). b.) 28 swarms selected by the students are simultaneously simulated and projectedon a large screen in the classroom for students’ peer evaluation. c.) Samples of the final swarmdesigns created by students. Top: The three that received the highest rating scores. Bottom: Theworst three that received the lowest rating scores. d.) Mean normalized scores plotted with regard Page
the productivityof a faculty member’s research.Overvie wWhen a new faculty member is hired at a research intensive university they are told that they willbe expected to create an internationally recognized research program if they expect to beawarded tenure and promotion. The questions then asked by many of these newly hired facultymembers include : What does it mean to have an internationally recognized research program?How do you create an internationally recognized research program? How do you measuresuccess? Is a successful research program based only on the publication of refereed journalpapers? What about refereed conference papers? What about patents? How does grant writing fitinto this process? Are collaborations, both internal and
• Equations required for data reduction • How data is to be presented • ReferencesAt the end of the first week students exchange lab plans, which are evaluated by their peersand returned with suggestions for improvement. Corrections and suggestions do not affectthe grade of the authors; however, if a group evaluates a lab plan which subsequently turnsout to be incomplete or incorrect, the evaluating group is penalized. While this penalty israrely invoked, it does provide motivation for students to perform a thorough review.Once a lab plan has been completed, reviewed by peers, and approved by the instructor,students have one week to perform the experiment and write a final report. At the end of thesecond week, these reports are collected and a
inintroductory physics [3]. At that time, the first studies were carried out in which researchersfocused on instruments (concept tests, CT) to assess those alternative conceptions [4]–[6].Nowadays, there are still efforts to build concept tests that improve on the previous CT [7], [8] orto build new tests [9].The main use of conceptual understanding research is to design appropriate AL activities oreducational strategies that improve conceptual learning [10]. In the literature, there are manyactivities which can be used for auditorium format such as Peer Instruction [11], activities forrecitation sessions [12] and for classrooms integrated with labs [13], to name a few. In numerousreferences, it has been published that using AL strategies in the
they are equally important. With developedunderstanding of attackers’ behavior, a good defense strategy can therefore be deployed.Therefore, in this project we built a game-based, multiplayer, and peer-to-peer cyber securityinfrastructure. Figure 2 shows the network infrastructure. It included a set of identical students’learning environments with each student having access to his/her own environment to conductcyber security lab exercises. Since the environment was isolated, no sensitive information can bereleased outside of it. Figure 2. System InfrastructureVirtualization technology was used to host multiple VMs in each learning environment. Eachvirtual application (vApp) was running VirtualBox hypervisor that
competencies and skills. Students have theopportunity to attend career fairs and resume writing workshops, secure internship, co-op, andfull-time career opportunities through University-level Career Services offices. Students mayalso participate in student organizations, which give them opportunities to attend conferences,network with their peers and professionals, perform community service and mentoring, and learnprofessional and leadership skills. Most of these experiential learning activities are stronglysupported by USF EE faculty. However, these activities, and faculty support have not previouslybeen a core part of the USF EE curriculum.Experiential learning activities help create a service orientation within students. Serviceorientation is an
students to expand their learning by exercising creative andcritical thinking skills in small groups.2016-2017 – In response to student feedback, two modifications were made to the course: 1) animmersive approach used to introduce critical thinking as a framework within a module onengineering design failures and accident investigation rather than as its own module on criticalthinking theory and 2) the use of peer evaluations was eliminated. This stronger connection toapplication of the theory in the engineering profession improved student engagement with themodule. In this module students are shown how the critical thinking framework [3] is used touncover the sources of the failures and use that knowledge to prevent repeating the samemistake. Next
capability for engineering education.Dr. Timothy Yuen, University of Texas at San Antonio Timothy T. Yuen is an Associate Professor of Instructional Technology in the College of Education and Human Development at the University of Texas at San Antonio. His research investigates how learning technologies and transformative practices can improve learning, engage students, and broaden participa- tion in computer science and engineering.Stephanie Ann Garcia, University of Texas, San Antonio Stephanie Garcia is a Graduate Research Assistant with a MAED from the University of Texas at San Antonio with a concentration in Curriculum and Instruction. Her work with TRESTLE involves training Peer Assisted Learners (PALs) and
Engineering Class The goal is to implement HIPs for mechanical engineering students who are still intheir early part of the core mechanical engineering program. This course would be one of thefirst mechanical engineering courses required by the university that is not considered part ofthe general education curriculum. The purpose of this study is to track the effects of HIPs withcarefully planned pedagogies that would provide numerous benefits for the students, such asoverall increased learning gains and graduation rates. There are seven HIPs characteristicsused to measure the results at the end of the semester: these are (1) interaction with faculty, (2)interaction with peers, (3) feedback from instructor, (4) quality time spent on the course
for improving its design.Jonassen [7], building on work by Schön [8], notes that well-structured tasks require a search fora pre-determined solution, whereas ill-structured tasks can be thought of as a design process.Thus, solving an ill-structured task requires more than simply attempting to solve for a singlecorrect answer. Ge’s research [9] has shown that when working with peers, students mustimplement four interaction processes to effectively solve an ill-structured task: representing theproblem (through exploration), planning and proposing solutions, attempting to solve (iteratingplans and making justifications), and monitoring and evaluation (evaluating the solution andconsidering alternatives). To assess the design of ill-structured
fulfillment of ABET criteria. Grading in the courseconsisted of the following deliverables: Individual Exams Completion of four SACHE certificates Three Project Reports (Team) Peer Project Evaluations (Team and Individual components but Individual grade) Individual Progress Memos Final Project Report (Team) Final Project Presentation (Team and Individual presentations but Individual grade)The individual’s grade for the project was calculated from the Team Project grade and weightedusing the evaluations of the individual’s contributions to the team effort made by the teammembers. The teams were created using CATME(7,8), which allowed the teams to be formed sothat each team would have common schedules to work on the
encompasses a broad range of activities that engage thestudents in meaningful learning.2,5 While homework and laboratory sessions likely includemeaningful learning activities, advocates of active learning focus on approaches that take placein the classroom in place of traditional lectures.2 Felder and Brent use the following definitionfor active learning: “anything course-related that all students in a class session are called upon todo other than simply watching, listening and taking notes” (p. 2).6 Active learning strategiesinclude the use of clicker questions in class, peer instruction, inquiry-based learning,collaborative learning, and problem- and project-based learning.4,5,6, 7Many active learning strategies have been used successfully in
devices are replacing traditional desktops,awareness of security on mobile devices has been raised in both public and private sectors. Thedemand for researchers and field expertise in security and mobile networks with strongbackground in Science, Technology, Engineering and Mathematics (STEM) is expected toincrease.In recent years U.S. students’ proficiency in STEM disciplines has fallen behind their peers fromother countries [1–3]. There has been growing concern that the U.S. may not have enoughqualified workers in the future to fill positions in the cybersecurity field [4]. A report by theCouncil of Graduate Schools states that first-time enrollment in graduate schools of US studentsdropped 1.2% in 2010 while first-time enrollment for