) recruitment and incentives for engagement in TA training. Bysharing these models, readers will be able to intentionally reflect on their own training programs,consider components of our practices that could be incorporated into their own contexts, andultimately serve future faculty in other institutions.1. Institutional ContextTraining teaching assistants is a relatively new practice in higher education, and the catalyst forprograms differs in the US and UK. In the US, there are no standardized guidelines at the federallevel for teacher preparedness in higher education whereas the training that Imperial CollegeLondon conducts in the UK is largely informed by national government mandate. The DearingReport of 1997 [5] provided a formal blueprint for
learning, and changes in the module’s design over thethree semesters, with rationales behind those decisions. Prominent among the instructionalstrategies was the use of various formative assessment approaches to adjust instruction whileproviding evidence of student progress in using design practices and engineering concepts in aninformed way. Tasks included: Triad Sorting, proposing and applying Design Rules-of-Thumb,Small Group Discussions, Interviews, using Contrasting Cases and reflecting on design practiceusing an Informed Design Rubric. These approaches were used in a context where human-centered designing and “design with us, not for us” was emphasized. Design thinking was introduced and elaborated upon in a variety of ways
Exams as growth opportunity X critically. When they're getting information Extend examples to new problems X X from the teacher, they don't have to think Having students take roles X critically about it because the teacher said Learning from peers X X it. It must be right, you know. More problems are better X XTo operationalize this resource, Avery More time on topic = more learning X Negotiate confusion Xprovided class time for students “to set up the Reflective thinking of
developed for accurate counting of grapheneflakes on transparent bulk substrates using optical reflection microscopy measurements [3]. Theuniversal optical conductance model matches reflection data for graphene flakes up to ninelayers thick. However, achieving maximum sensitivity at the desired wavelength necessitatesprecise control over oxide thickness and oxide index of refraction. Another proposed methodutilizes transmission or reflection optical microscopy to determine the number of graphenemonolayers on various substrates [4]. Image modification through software analysis yields a 3Dmodel of few layers of graphene on any substrate. However, this method relies on classical, time-consuming techniques like AFM and Raman spectroscopy for
mechanisms designed to address harms of the technology. Impact as measured byhuman and planetary well-being is also included.The student component of the framework concerns students' interactions with the technology athand. Instructors first consider the suitability of the technology in terms of its efficacy in helpingstudents reach learning goals; they then examine whether their students have equal and sufficientaccess and proficiency to use the technology. Instructors also consider whether the use of thetechnology promotes students' well-being and dignity, as well the sense of community in theclassroom.The self-reflection component of the framework asks instructors to consider whether thetechnology suits their teaching objectives and methods and
students subsequently analyze thetransient CO2 response to determine the rate of CO2 uptake by the terrarium plants given the rateof CO2 production by the soil bacteria and the diffusion rate of CO2 from the terrarium. As partof the assignment, the students are also asked to reflect on the similarities between the terrariumand the earth's atmosphere. This multifaceted project not only emphasizes fundamental chemicalengineering principles but also explores the broader context of environmental sustainability andclimate change. This activity is part of a recent curriculum change in the chemical engineeringdepartment with a greater emphasis on a larger quantity of focused laboratory activities in placeof fewer and longer unit operation experiments
within and across school districts. PD sessions includedtime for teachers to develop lesson plans, explore resources, and reflect on their learning.We used a mixed methods research design to investigate the impact of the PD program onteacher self-efficacy and classroom pedagogy with a focus on cultural relevance and engineeringdesign. Quantitative pre/post data was collected using three survey instruments: TeachingEngineering Self-Efficacy Scale (TESS), Culturally Responsive Teaching Self-Efficacy Scale(CRTSE), and Culturally Congruent Instruction Survey (CCIS). Qualitative data includedvideotaped classroom observations, individual teacher interviews after each design task, andteacher focus groups and written reflections during the summer and
for Engineering Education ETD 315At the post-secondary level, a meta-analysis of 225 studies of undergraduate STEM courses,comparing student performance in traditional lecture and active learning courses, students intraditional lecture courses were 1.5 times more likely to fail the courses than their peers in activelearning courses [2].When designing instruction, the active learning model [3] of experiential learning includes fourkey components: 1) engaging students in a concrete experience based on the content beingtaught, 2) providing students with the opportunity to make observations and reflect on theseobservations, 3) allowing students to analyze
student interest and development in science,technology, engineering, art, and mathematics (STEAM). This paper introduces Walk andDraw, a collaborative effort between the disciplines of Computing, Arts, and Interactive Mediato support students as they navigate the STEAM disciplines. The Walk and Draw applicationenables students to experience nature while documenting their findings. We have built anopen-source prototype system that supports students in conducting and documenting theirexperiences in varying environments, thereby providing the opportunities for self-reflection andsharing their experiences with their peers. Ideally, Walk and Draw will support students intheir lifelong goals of communication, exploration, and creativity. Walk and Draw
American companies expand their footprintbeyond borders. In many cases, it presents an opportunity to understand worldwideenvironmental issues from different perspectives. When journaling and reflection is added to thestudy aborad program, students perform best in a new and rigorous learning setting whenadjustment to new learning styles is included as stated learning objectives, when guidingquestions are used to help students navigate from core knowledge into reflection, when a scoringrubric is applied that provided flexible space for students to explore new concepts, and whenstudents are required to acknowledge understanding of the rubric prior to the start of the course[9]. © American Society for Engineering Education
, SaP can also support STEM students’ engagement in DEI efforts. For example, in2015, Bunnell et al. [26] developed a course titled “Being Human in STEM (HSTEM)” atAmherst College, which engages students in action research projects on topics related todiversity and inclusion in STEM. In personal reflections, HSTEM course alumni noted that theirparticipation in the course supported them in making sense of their own and other students’experiences of marginalization, combatting feelings of isolation, and feeling empowered aschange agents within the Amherst STEM community [26].3. FrameworksThe design of the JEDI was guided by notions of liberative pedagogy [27]-[28]. From a Freireanperspective, liberative education facilitates conscientização, or
Paper ID #43067Board 240: Developing Critically Conscious Aerospace Engineers throughMacroethics Curricula: Year 1Dr. Aaron W. Johnson, University of Michigan Aaron W. Johnson (he/him) is an Assistant Professor in the Aerospace Engineering Department and a Core Faculty member of the Engineering Education Research Program at the University of Michigan. His lab’s design-based research focuses on how to re-contextualize engineering science engineering courses to better reflect and prepare students for the reality of ill-defined, sociotechnical engineering practice. Their current projects include studying and designing
mathematics) knowledge and skills that educated graduates possess are vital to a significant21 part of the US workforce and contribute to the national economic competitiveness and22 innovation [1]. A study made by Livinstone and Bovil [2] found that American students23 are digital-centered, tend to learn visually and socially, and enjoy interaction and24 connectivity with others and expect to learn in the virtual context. AFL (Active Flipped25 Learning) is a customer-tailored design attempting to take students’ characteristics into26 account, reflecting the embodiment of active learning so that STEM students were27 immensely motivated to reflect, evaluate, create, and make connections between ideas28 [3][4]. The positive influence of
perspectives within theengineering profession. Participant demographics are summarized in Table 1. Thirteen (13)early-career engineers, comprising 9 males and 4 females, volunteered to participate in thisstudy. The participants were within the specified experience range of 0-10 years, with apredominant majority having between 0-5 years of professional experience. The interviewsconducted delved into their experiences, reflections, thoughts, and perceptions concerning ethics,equity, and inclusion in their professional practices as early-career engineers, providing valuableinsights into the challenges and opportunities in the engineering field. The data sources includedonline pre-interview surveys and interviews. These interviews were conducted in an
reflected on their engagement in research oracademic activities during the semester, shared plans for the upcoming semester, and reported anysupport needed from the department. Additionally, surveys assessing various factors such asparticipants’ STEM identity, sense of belonging, and intention to complete CS were administeredto gather comprehensive insights into the program’s impact.ResultsThe results indicate that the scholars benefited from continuous support and a diverse range oflearning, teaching, and research opportunities. Activities provided enhanced scholars’ overallcollege experiences, contributing to their pursuit of studying CS. In this section, we demonstratedthe program’s impact using three key criteria: retention rate, survey
duringchange processes, these differences are often implicit and unexamined. Our project willmake these differences a visible component of critical reflection and generative dialogue,in service to both educational research and practice, and aligned with capacity building forcritical awareness and action.As our project is only in its first of five years and focuses on individual capacity building anddepartment culture transformation, we currently have limited qualitative and quantitativeresults to report. Therefore, this paper focuses primarily on our project’s motivation,proposed scope of work, and early research steps. This paper also discusses our model forchange, Critical Collaborative Educational Change, which is an iterative reinforcing
techniques and statistics trended downward over the years. Researchers believethis reflects the relative use of these skills by upperclassmen.Figure 5: Importance of Technical Skills by Self-Reported YearStudents were asked to evaluate the importance of various non-technical skills via the sameLikert scale. Figure 6 shows how students evaluated these non-technical skills. The highestscoring skill was time management, followed by teamwork. It is unsurprising that timemanagement and effective teams are valued by busy engineering students who often work inteams. It is of interest that these skills scored above all other technical skills, indicating thatstudents found them of greater importance, even more than mathematical problem solving.Figure 6
, Paretti et. al (2014) challenge the1engineering education community to fill a gap in the literature by “expand[ing] our understanding ofeffective context-specific and generalizable practices that foster deep learning of both professionalcommunication and engineering concepts simultaneously” (p. 623, emphasis added). To contributeto this goal, our work focuses on sharing effective strategies for embedding communication skillswithin specific engineering disciplines. By sharing our collective reflections, our goal is to supportengineering educators in drawing connections to their own research and practice.Purpose and Research QuestionsThe purpose of this paper is to explore strategies for integrating communication skills intoengineering curricula
in a multimediaenvironment. Considerable cognitive processing is required for a meaningful learning experiencespecifically in a multimedia environment, which can exceed the limited capacity of workingmemory [25]. Thus, multimedia design principles have been proposed for combining texts,pictures, audio and animations, as well as other guidelines such as providing opportunities forfeedback, reflection and controlling the pace of the presented material [25], [26]. Theseguidelines can help design XR environments to prevent cognitive overload for students.Experiential learning considers learning by doing. According to Kolb [27], learning involves fourstages of concrete experience, reflective thinking, abstract conceptualization and
Table 1 (the full codebook can be found in Appendix A). We also generated acount of each code based on the full data set, shown in Figure 2.Table 1: Codes for survey responses with short definitions. The definitions represent the stancetaken by the student in their response. The full codebook including further clarification on thedefinition and representative examples for each code can be found in Appendix A. Code Short Definition (tool) AI is a useful tool for students. (crutch) AI has the potential to replace learning. (tutor) AI can be used to learn a specific concept. (reflect) AI can help or hinder learning depending on who uses it and how. (speed) AI can
,formative assessment approaches aim to develop talent, which is more likely to reduce barriers facedby female engineering students as well as those students in underrepresented groups in STEM fields.These methods encourage reflection, which enhances learning, and they increase the intrinsicmotivation to learn, which teaches skills and creates enthusiasm for life-long learning. This is thegoal of education. Engineering education reimagined to allow a cycle of try, fail, study, try again,and learn, based on a growth mindset, is progress toward providing true quality education. It alsolevels the playing field, increasing the possibility of success for women in engineering, and reducingbarriers often encountered by students of color, indigenous
implement change in boththe media industries and their products. 6 GENDER AND COMPUTER GAMES • Women make up about half of video game players • Significantly underrepresented as protagonists in video games • Portrayal of women in games often reflects: • traditional gender roles • sexual objectification • stereotypical female tropesWhile women play video games on par with men, they are not represented as protagonistsat similar levels.Instead, when women are portrayed in games, they are placed into secondary and/orobjectified roles, and often presented in a stereotypical fashion.Data Sources
a stratified random sampling technique to select one female and one male from eachteam. A total of 16 students (8 females, 8 males) were invited to respond to several open-endedquestions as part of a self-reflection assignment at the end of the course. Specifically, theparticipants were asked the question, “How has industrial collaboration impacted you in thiscourse? Please discuss how the industrial collaboration (a) influenced your perception towardsproblem-solving, (b) influenced your opinion on ethics, and (c) affected your confidence as anengineer, i.e., self-efficacy.”Data AnalysisWe employed a qualitative inductive approach to analyze the data. Using an open-codingtechnique, two coders created descriptive codes to ascertain emerging
received her doctorate in Social and Personality Psychology from the University of Washington, with a minor in quantitative methods and emphases in cognitiveDr. Jennifer A Turns, University of Washington Dr. Jennifer Turns is a full professor in the Human Centered Design & Engineering Department in the College of Engineering at the University of Washington. Engineering education is her primary area of scholarship, and has been throughout her career. In her work, she currently focuses on the role of reflection in engineering student learning and the relationship of research and practice in engineering education. In recent years, she has been the co-director of the Consortium to Promote Reflection in Engineering
porous media and leads the graduate track in Hydrologic, Environmental, and Sustainability Engineering (HESE). ©American Society for Engineering Education, 2024 Building Community for Inclusive Teaching: Can We Bridge the Valley of Neglect?AbstractThis work describes an effort to nudge engineering faculty toward adopting known best practicesfor inclusive teaching through a program called Engineering is Not Neutral: TransformingInstruction via Collaboration and Engagement Faculty (ENNTICE). This monthly facultylearning community (FLC) followed the three-year structure of the Colorado Equity Toolkit:Year 1 (reported in 2022) focused on self-inquiry including reflection
developed programs to help high school students transition into engineering disciplines. Her experience extends to the classroom, where she has served as an Adjunct Faculty member and Technology Education Instructor, mentoring young computer scientists and engineers. These roles have allowed her to directly influence the next generation of engineers, where she emphasized the importance of inclusivity in education. Nicole aspires to influence engineering education policy and establish a consortium that prepares researchers to tackle the challenges of equity in engineering education. Her goal is to help create an academic environment where diversity is not just accepted but celebrated, reflecting the true demographic
aligns with the targeted age range, 11-18, i.e., middle and high school age, of our broadening education intervention. It is highly likely that these students either play or played Minecraft games. They may either be interested in Minecraft or have fond memories of it. Their positive experience with Minecraft could serve as a foundation for developing an interest in computer programming. 2) Minecraft allows us to create a virtual world that reflects reality: the identity of the players and the socio-cultural context. We want these students' identities to be represented to encourage engagement, particularly from underrepresented students. Minecraft allows us to create characters of different races, genders
is housed. The current study focused on efforts to recruit S-STEM scholarsover two recruitment cycles.To better understand current recruitment efforts, institutional partners and current S-STEMscholars responded to reflection prompts about their experience with recruitment. The sampleincluded all institutional partners and 13 out of 14 scholars. The authors analyzed the writtenreflections using thematic content analysis with most findings relating to (1) factors in awarenessand decision making, (2) reasons for applying, (3) hesitancies and potential barriers and (4)future opportunities and communication strategies. The study revealed that staff perspectivesregarding what worked for students did not necessarily align with student perspectives
autoethnography isto challenge the subject-object distinction by putting the researcher's perspective on thephenomenon being researched. The auto-ethnographic framework also allows for analysis of thevaried interactions between factors that have influenced her interest in engineering. Additionally,a qualitative technique with an auto-ethnographic framework allows the researcher to lookdeeply into the participant's experiences, motives, and reflections. Auto-ethnography is a suitableapproach to self-reflect, bringing valuable personal views into her experience. In support of thisapproach, she relates her experience actively engaging in hands-on experiments, problem-solving, and collaborative projects. These experiences contributed significantly to her
provided. It involves critically examining the arguments presented andthe methods used to support the assertions or conclusions offered [18,24]. Explanationencompasses the ability to clearly communicate and articulate thoughts, ideas, and argumentsin a way that is coherent and understandable to others. This includes the ability to providereasons and evidence to support claims made [25]. Self-regulation in critical thinking includesthe ability to critically reflect on one's own thinking and assess its logic, coherence, biases, orweaknesses. It implies being aware of personal limitations and prejudices and being open toreconsider or modify one's own beliefs or points of view based on new evidence orarguments [26,27] . For critical thinking a