internally on a more efficient level. To map the FAAlearning levels to Bloom’s Taxonomy the flying qualities phase created learning objective verbsfound in Table 1. Page 26.193.5The new learning objectives are designed to reflect increased student learning as students progressthroughout the flying qualities phase . As new topics and concepts are introduced in academics ')* (&!""#&!(#"&%)& ###"(&- -"(''$)(("$&('(#(& &('"$ "#&". "&(&($("(!$&()&'#& (##&
problem 6 (reflect on the Food Inc. documentary). Most ofstudents were at least on level 3 of the rubric but several of them were assessed with level 4 inmany of the criteria. That means most of the 8th semester students were able to state explicitlytheir premises, for which sources of evidence (personal, written, etc.) were unimpeachable andaccepted as fact. Their arguments were separated; sequenced logically to support solution to thestated problem. Most of their conclusions were relevant to problem, support their solutions, andare related to problem needs. Finally, most of their writing was confident and clearly focused. Itheld the reader’s (evaluators) attention. Relevant details were present that enriched their writing.Final remarks
particular focus on bioenergy and bioproducts to STEAM educators and researchers; and2) to develop and provide curricular materials and a set of teaching tools for educators forenhancing multidisciplinary instruction in the areas of sustainable bioenergy and bioproducts.The academy focuses on lessons and activities pertaining to sustainability, systems thinking,bioenergy, bioproducts, bioheat, biopower, and environment and policies related to energyissues. The participants got the opportunity to acquire concrete experiences involving teamwork,time management, and project execution skills; reflected on their learning experiences throughpresentations and the end of the institute; developed concepts related to organic chemistry,physics, engineering
“little opportunity to discuss and see the relevancy of their work”(p. 573).9 This example correlates with similar observations made by Stevens and colleaguesindicating that underrepresented students lost interest in engineering due to the lack of relevancyand connectedness to their values and cultures.8It is important for Latino students to see how engineering relates to their everyday lives. Valuessuch as “caring” or being a “people person,” 8 which are not reflected in engineering cultures,may be important to many minority students. Integrating information from a wide range ofsources, including affective factors, cultivates the sense of relevance of engineering work ofunderrepresented students.20Research QuestionsTo build the interest of
-participation-in-stem-project/.The blog included several questions that were developed based on the events that wereoccurring during the conference, using a phenomenology methodology. The questions wereanswered “on-site” by all the participants answered the questions daily while they were inEcuador, and then had time to reflect upon additional questions once they returned to the U.S.Each day, we posted a new question and by the next morning, we would have group discussionsabout their previous responses, and perceptions about upcoming activities. The questions wereposted as follows:1. For those participants who are preparing for the LACCEI conference in Guayaquil, pleaseshare your general thoughts over the next few days regarding your experiences
, hispassion for the arts led him to launch a business where he could combine his engineeringknowledge and skills with music. Unlike Alejandro, he did not see a disconnect with engineeringand the work that he is doing; rather, he wishes that his formal engineering education could havebeen extended to include developing interpersonal skills and business skills to enable people toleverage their ideas and pursue their goals. According to Cane, his future will include continuingto make the things he is making, to expand his business to other products, and to get involvedwith teaching again. Cane’s pathway reflects one that was driven by early childhood experiencesand a pursuit to use his engineering education to implement his art.Stephen’s pathway is
involved in providing engineeringservices to communities who are in needs. Firstly, the benefit is for the community that is servedby students, and secondly, students are encouraged to connect and reflect how their educationconnects to their professional career. Through the experience students feel better about theiractions and understand the need and therefore the impact engineers have on a community. Thisencourages them to learn more about their chosen profession, and feel more confident about theirachievements. Also, students have a chance to practice and apply what they learn in class in areal project where they are exposed to the results of their design. The positive side of the servicelearning is at the end, the students are giving back to
pillar is sometimes added to reflect the people-related processes. The three Page 26.656.4pillars are (1) Just in Time - optimizing the workflow to respond to customer demand, (2)Thinking People System - developing and utilizing each employee’s entire potential, and (3)Jidoka - delivering high quality goods and services. 1. Just in Time - Smooth, continuous, optimized workflows Heijunka - Minimizing inventory, Producing goods according to demand. Leveling processes. Mura - Unevenness in workload Takt - The rate of customer demand Takt Time - The work-cycle to produce an item for 1 customer
post-secondary institutions, the study university has implemented several programs tohelp first-year students transition to college. Three such programs relevant to this study include: 1. First Year Seminars (FYS) – special sections of a three-credit core curriculum course. Compared to other sections of the core courses, FYS include only first-semester students, are limited to an enrollment of eighteen students per section, are taught by a full-time faculty member (instead of adjunct faculty), and include additional learning outcomes intended to develop academic habits of mind (i.e., reflection, explanation, etc.). 2. RWU Experience (RWUXP)41 – a non-credit course meeting one hour per week. Led jointly by a faculty
CAREER grant #EE-1351156. Any opinions, findings,conclusions, or recommendations expressed in this poster are those of the authors and do notnecessarily reflect the views of the National Science Foundation. Page 26.1450.14References1. National Academy of Engineering. (2004). The engineer of 2020: visions of engineering in the new century. Washington, DC: National Academies Press.2. Astin, A. W. (1984). Student involvement: A developmental theory for higher education. Journal of College Student Personnel, 25(4), 297-308.3. Pascarella, E. T., & Terenzini, P. T. (2005). How college affects students: A third decade of research
% 23% 26 *Central tendency (Mode) is highlightedThe participants’ beliefs about whether volunteerism can contribute to career advancement weremore mixed with most participants reporting neutral responses. While it is possible that thevolunteer engineers may be coming from a place of genuine altruism rather than self-interest asthey concentrated time and effort to volunteering with underserved students, it might also be thecase that corporate culture does not actively promote or demonstrate the value of volunteerism tothe workforce. These beliefs may be reflected in the results. Page 26.1508.16Table 3b. Agreement with statements related
that these models changedover the five weeks of instructions. After the five weeks of instruction, the models were moresophisticated and complex, reflecting deeper thinking and understanding of engineering and technology.In 2014, the definitions of engineering and technology, and the examples of the latter showed expansionon the students’ views. These results are consistent with prior findings. Shumway et al. (2011) showedthat over the five weeks of instruction students developed more sophisticated and deeper understanding ofengineering and technology.While how the students actually explained the concepts of engineering and technology may not reflecttheir full understanding, it is possible to infer that the mental models that emerged from
Survey The frequency distribution presented in Figure 7 is useful because it abstracts from the issue of the changing size of the engineering technician and technologist workforce by plotting the density of each age group, by decade. In contrast, Figure 8 presents actual age frequencies of engineering technicians and technologists over the last four decades, thus reflecting both the age distribution and the total number of these workers. The broad pattern is comparable to Figure 9: the engineering technician and technologist workforce has aged over the last four decades with no sign of taking on younger workers. In addition to the aging of this workforce, the workforce
engineering projectsentail risk—a risk that cannot always be anticipated. Perhaps most importantly, this citizenunderstands that engineering is not an a-political investment, and that not all engineers aredisinterested. Engineering reflects the values and culture of society, and the engineer is notimmune to his or her cultural situation.The history and evolution of engineering is another foray into the relationships between societyand engineering. Looking at the change of engineering over time is valuable, as it showcases thedevelopment of certain social aspects of engineering. Perhaps engineering historians explore thedevelopment and transformation of engineering as a profession, or perhaps they develop acomparative study of a variety of engineering
, which was comprised of thetheory’s transformational items as well as contingent reward items was named developing. Thisname articulates the notion that all items relate to leadership in a positive and constructive sense.Factor 2, comprised of both laissez faire and passive management by exception was namedpassive-avoidant/laissez faire, consistent with previous analyses of the MLQ (e.g.12). All of theitems of management by exception-active (MEA) loaded on Factor 3. Correspondingly, the factorwas renamed active management by exception (MEA) to reflect the fact that this factor maintainedthe same dimensions as the original MLQ sub-component. Table 6 shows the reliabilities of theresulting scales. The resulting three scales showed adequate
awareness and education. Second, recommendations for policy change andorganizational change are made to encourage cultural and practical shifts in the academy.Awareness and EducationThis literature review, in itself, reflects the need for more awareness and education around thebarriers facing women in the academy. Much of the literature is focused on individual factors asexplanations for the disparity in the rates of women in higher ranks and engaged in academiccommercialization. Although this research is a positive first step, institutions, departments,leaders, and faculty must take a critical look at their entire system. Before they can criticallyassess their institutional environments, they must develop awareness and become educated aboutall of
. Therefore, we examine studentmusic genre preference in the context of self-efficacy to reflect multiple aspects of the studentexperience.With the nation’s call for more diverse engineering professionals, engaging music preferencemay provide a unique approach to broadening participation in engineering. Therefore, weexplore whether music preference plays a role in engineering discipline choice. Our researchfindings have the potential to inform how diversity in experiences and preferences may play a Page 26.347.2role in student choices. The findings therefore may have implications for how key stakeholders,instructors, academic
ePortfolios and reflective practice in higher education; and 3) reimagining the traditional academic transcript.Dr. Holly M Matusovich, Virginia TechDr. Sheri Sheppard P.E., Stanford University Page 26.371.1 c American Society for Engineering Education, 2015 Comparing Disparate Outcome Measures for Better Understanding of Engineering GraduatesAbstractDespite a strong emphasis on increasing post-graduation engineering retention, few researchstudies have examined what it actually means to stay in or leave engineering work. This studyaddresses this limitation using a
/innovation can be integrated intoundergraduate CE and similar programs. Most of the listed tactics are drawn from myexperience and research and reflect what I have presented or published3,26,27,28,29. I amindebted to Professor Richard H. McCuen, Ben Dyer Chair in Civil Engineering at theUniversity of Maryland, for encouraging the presentation of this list of ideas and forproviding some of the content. 1. Learn from others and share what you are learning with them. Interact with colleagues and others by drawing on your network, searching the internet, and attending conferences. 2. Arrange for in-house faculty development activities focusing on what we have recently learned about the amazing human brain and how that
) % Believe male faculty biased against 26 22 24 female STEM students Believe male students biased against 60 53 57 female STEM students Women must work harder than men 17 6 12 for same grade Personally experienced bias in the 35 39 36 STEM classroom However, the respondents are more critical about their fellow male students with 57% responding that male students are generally biased against females in their class (but only 10% indicated strongly agree). Comments accompanying this question reflect the Page 26.1737.16 experience
quarter for theAdvocates and Allies group, targeting male faculty) may impact the latter, however. Meetingonce a quarter is beneficial in that it provides time to reflect on issues between meetings, but itmeans that participants will be exposed to new material at a slower pace (particularly given thatthe related workshops and distinguished lectures will likely cease with the end of this academicyear with the expiration of the grant). It is anticipated that project leaders will have to providemore assistance to the Advocates and Allies group until they develop a stronger understanding ofissues, resources, and potential projects.A mixture of quantitative and qualitative measures have been used to assess and evaluate theprogram, including an annual