college, so we can more easilyimplement evidence-based practices with potential to improve retention, of which there are several.Recently, we have focused on implementing formative assessment, which has been shown to improveretention of at-risk students and under-represented minorities [3], [4]. This paper presents and reflects onthe implementation of formative assessment in our Calculus I course for engineering students.Theoretical Framework: Formative assessmentFormative assessment is an instructional technique in which teachers quickly assess students during oroutside class for minimal reward/penalty, with emphasis on improving learning. Formative assessmenthelps both students and teachers to identify knowledge gaps and misconceptions, and
virtual visit.Additionally, students answer if they felt that they interact more with their classmates throughhearing their doubts in the visit. A majority of 61.98% (n=75) score this interaction with thehighest score, we obtain that results tend to the lower half of the scale more than any otherquestion before, but we can still observe that the results are overall positive. Fig. 8. Scale of motivation gained in learning new topics from students’ perspectiveIn the questionnaire, the participants were able to reflect the level of satisfaction provided by thevirtual activity. The students were asked the question “Considering the pandemic period, do youfind the virtual site visit to be an equivalent and effective alternative to maintain
collected data from multiple sources, including student work,faculty reflection logs, pre-/post-surveys, and student focus groups. Our project did not originallyintend to explore connections to engineering identity formation in students or professionalpractice. However, while analyzing the student focus group data, we observed that engineeringidentity was impacting students’ responses in unexpected ways. Thus, this paper aims to answerthe following research question: How are students’ conceptions of engineering identity linked to their perceptions of sociotechnical thinking?BackgroundSociotechnical integration in engineering educationMultiple studies of engineering practice have underlined the necessity of integrating social
publics • Engineering incorporates many domains beyond technical • Engineers impact the worldColes [12] described his view of professional practice with 10 lessons for practice: • professionals engage on society’s behalf, with people who present them with complex, indeterminate problems • professionals work with high levels of uncertainty • professional practice fundamentally involves making judgement • professional judgement is based on ‘practical wisdom • professional judgement is acquired through experience and conversations with respected peers • the learning process that underpins this is the critical reconstruction of practice • this involves ‘deliberation,’ which is more than ‘reflection • deliberation
-axisCNC machine through a grant awarded by DoD, and in the future we will continue enhancing ourlaboratorial tools and environment on multi-axis machining for aerospace parts such as blisks andturbine blades, and then integrate and evaluate these tools in the Manufacturing Engineeringcurriculum.AcknowledgementThe authors would like to acknowledge support from NASA (award number: 80NSSC20M0015).The blisks machining tasks was also partially supported by DoD (award number:W911NF1910464). Any opinions, findings, and conclusions or recommendations expressed in thismaterial are those of the authors and do not necessarily reflect the views of NASA and DoD.Reference1 . 2020 Facts and Figures U.S. Aerospace and Defense https://www.aia-aerospace.org/wp
. Helen L. Chen, Stanford University Helen L. Chen is a research scientist in the Designing Education Lab in the Department of Mechanical Engineering at Stanford University. She has been involved in several major engineering education initia- tives including the NSF-funded Center for the Advancement of Engineering Education, National Center for Engineering Pathways to Innovation (Epicenter), as well as the Consortium to Promote Reflection in Engineering Education. Helen holds an undergraduate degree in communication from UCLA and a PhD in communication with a minor in psychology from Stanford University. Her current research and scholarship focus on engineering and entrepreneurship education; the pedagogy of portfolios
workshops. While only two and three states were represented in the first andsecond workshops consecutively, 18 states were represented in the third workshop. Almostsimilar advertising efforts were made for all three workshops, with more outreach efforts madeto regional institutions for the first and second workshops than for the third workshop. Figure 2: On-ground AM-WATCH Studio Workshop Participants with Social Distancing and Use of Mask (Left). An on-ground AM-WATCH Studio Workshop Participant working on his 3D Pen exercise (Right).Despite the increase in diversity by state, the online workshop saw a noticeable decrease inapplicants from high schools compared to higher education institutions. This is reflected in
materialsdevelopment activities that seek to support the success of all students. AcknowledgementThis material is based upon work supported by the National Science Foundation under Grant No.(DUE-1625378). Any opinions, findings, and conclusions or recommendations expressed in thismaterial are those of the author(s) and do not necessarily reflect the views of NSF. References[1] E. Cech, B. Rubineau, S. Silbey, and C. Seron, “Professional role confidence and gendered persistence in engineering,” Am. Sociol. Rev., vol. 76, no. 5, pp. 641–666, Oct. 2011, doi: 10.1177/0003122411420815.[2] K. A. Robinson, T. Perez, J. H. Carmel, and L. Linnenbrink-Garcia, “Science identity
Engineering Education Research: Reflections on an Example Study,” Journal of Engineering Education, vol. 102, no. 4, pp. 626–659, 2013, doi: 10.1002/jee.20029.[10] J. Walther et al., “Qualitative Research Quality: A Collaborative Inquiry Across Multiple Methodological Perspectives,” Journal of Engineering Education, vol. 106, no. 3, pp. 398– 430, 2017, doi: https://doi.org/10.1002/jee.20170.[11] S. Tan, “The Elements of Expertise,” Journal of Physical Education, Recreation & Dance, vol. 68, pp. 30–33, Feb. 1997, doi: 10.1080/07303084.1997.10604892.[12] C. Aaron, E. Miskioglu, K. M. Martin, B. Shannon, and A. Carberry, “Nurses, Managers, and Engineers – Oh My! Disciplinary Perceptions of Intuition and Its Role in
-related design processes and factors.Keywords: Engineering Education, Civil Engineering Design, Human-Centred Designing,Priming, Empathy, Social Consciousness, Personal Values, Engineering ValuesIntroductionMany have discussed the technocentric engineering curricula [1] – [5], that tend tomarginalise [3] and devalue [6],[7], the less technical and more ‘socially-involved’ aspects ofengineering, and have thus stood with Cech’s [2] call for the integration of public welfareconcern and social consciousness in engineering curricula.An aligning call/prompt for the integration of empathic [8] – [10], compassionate [11],‘socially-just’ [12],[13], and/or human-centred designing [14] – [18] in engineering curriculahave also risen. This is reflected in
responsibilities as anengineer, what role you have occurring there,” [6, p. 177]. This seems very reflective of the moralitiesderived from professional roles discussed in Smith et al. [7], and helps further indicate a necessity forincluding role ethics and CSR as part of engineering ethics curriculum. Teaching CSR to engineering students acknowledges that professional engineers practice ethicswithin a larger societal and corporate framework with distinct roles that can affect ethical action thatengineers can pursue [7]. CSR itself has many weaknesses, and has been accused of having little influenceon daily corporate practices [22], [23], has not been fully internalized by many corporations [24], and is notclearly linked to engineering [15]. In
, job candidates find them “subjective, arbitrary,unnecessarily stressful, non-inclusive –and at times– demeaning to their sense of self-worth andself-efficacy” [25]. Furthermore, candidates expressed concerns about the amount of timepreparation required, and the inherent bias that may give those with more free time an advantage.Others commented that the types of questions asked, and knowledge of data structures expectedto be known extemporaneously is not reflective of the tasks actually encountered in a computingposition.While these findings indeed revealed major concerns, the research did not consider the nuancesthat may arise from individual differences [11, 25]. On HackerRank, 95% of users were male, andthere was no information about the
wealth,” Race Ethn. Educ., vol. 8, no. 1, pp. 69–91, 2005.[18] C. G. Vélez-Ibáñez and J. B. Greenberg, “Formation and transformation of funds of knowledge among U.S.-Mexican Households,” Anthropol. Educ. Q., vol. 23, no. 4, pp. 313–335, 1992.[19] A. L. Pawley and C. M. L. Phillips, “From the mouths of students: Two illustrations of narrative analysis to understand engineering education’s ruling relations as gendered and raced,” presented at the ASEE Annual Conference, Indianapolis, IN, 2014.[20] J. Walther, N. W. Sochacka, and N. N. Kellam, “Quality in interpretive engineering education research: reflections on an example study: Quality in interpretive engineering education research,” J. Eng. Educ., vol. 102, no. 4, pp
71% 68% Engineering Career Success 77% 66% Expectations Overall Emotional States 68% 64% Programmed students are encouraged by their scholar programs to pursue engineering-based research instead of industry. Potential misunderstanding and expectations of theengineering research, low research self-efficacy, may contribute to the uncertainty leading themto feel they are unable to be successful in the field. However, the virtual environment causedboth groups to have lower than expected engineering emotional states. Reflecting on the SocialPersuasion Vicarious Experiences results, the motivation to pursue
in actual course design/redesign. The lead instructor forthe course has additionally participated in this project via assisting with qualitative dataassessment. To ensure safe spacing, students had designated days when they could attend class inperson, though students could opt to attend online at any time rather than in person.4.2. Data CollectionData included institutional demographic data for students, student survey responses, studentfocus groups, and course observations. Data were collected in the last few weeks of the course sothat students’ responses reflected a full-semester experience. For the written survey, the responserate was 54% (282/522). Missing data analysis pertaining to the four different demographicidentities under study
assignments with due dates reflective of the workcompleted during that time. The students are still required to meet the rigor of the project bycompleting all the tasks; e.g. brainstorming, engineering drawing, Gantt chart, bill ofmaterials, proposal, prototype build and test, and final report and presentation. Within thiswork, a student with ASD may tend towards the details of the design, or the scheduling anddocumentation. The instructor must help the team with coordinating tasks and keepingeveryone involved. Some other academic accommodations the instructor can make are clearand direct classroom expectations, asking precise questions, hands on learning, performingvisual demonstrations, giving more time on essay type tests, using task analysis with
time to rest, affecting their mental health.Future work will focus on assessing other type of support interventions that were implementedduring the outbreak of COVID-19. Considering the perceived need for a balance academic load,we also plan to explore ways to improve curriculum planning and assessment patterns inengineering education. During the second semester of 2020, we collected students’ self-reports oftime-on-task to identify peaks of academic workload in specific weeks and subjects. Furtherstudies will be conducted to understand how these self-reported data could help teaching staff andstudents reflect about course planning and time management, respectively.AcknowledgementsThis work was supported by CORFO under grant no. 14EN12-26862
evaluate departmental need for a targeted approached toward certain groups toimprove overall student wellness.AcknowledgmentsA grant from the National Science Foundation Number #1738186 supported this study. Anyopinions, findings, and conclusions or recommendation expressed in this material are those ofthe authors and do not necessarily reflect the views of the National Science Foundation. Theauthors thank Jeanne Sanders for providing feedback on the paper. The authors thank thestudents for participating in the survey.References[1] E. Godfrey and L. Parker, "Mapping the cultural landscape in engineering education," Journal of Engineering Education, vol. 99, pp. 5-22, 2010.[2] R. Stevens, D. Amos, A. Jocuns, and L. Garrison, "Engineering
), called for a Decade of Education for sustainabledevelopment from 2005 to 2015 [1]. This worldwide reflection is creating a new engineeringeducation culture. Engineering educators are observing significant shifts in societal expectationsof the engineering profession to help address immediate and longer-term sustainable developmentchallenges. According to the World Federation of Engineering Organizations (WFEO),engineering plays a significant role in planning and building projects that preserve naturalresources, are cost-efficient, and support human and natural environments [2]. The NationalAcademy of Engineering formulated in 2004 its vision of the engineer of 2020 [3]. This reportoutlines a number of aspirational goals where it sees the
a collaboration betweenLouisiana Delta Community College (LDCC) and Louisiana Tech University (LA Tech), withpilot partner Bossier Parish School for Technology & Innovative Learning (BPSTIL), to expandinstrumentation workforce pathways for high school students in Louisiana. This material is basedupon work supported by the National Science Foundation's Advanced Technological EducationProgram under Grant No. 1801177. Any opinions, findings, and conclusions or recommendationsexpressed in this material are those of the author(s) and do not necessarily reflect the views ofthe National Science Foundation.This paper presents a detailed account of the course mapping process; a final table of learningobjectives that meet LDCC dual enrollment and
to become more effective by delegating work to competent individuals.Throughout the independent study, the faculty supervisor may hold weekly meetings with thestudent to discuss the project progress as well as answer questions and clear up anymisconceptions the student may have. These meetings provide an opportunity to discuss otheravenues of inquiry to research further or experiment with. The student may also keep an online orphysical project journal documenting the progress made and reflecting on the work completed.The faculty supervisor may choose to review the journal to provide feedback.The rules and structure for an independent study vary widely with departments and institutions.They may be letter-graded or graded as pass/fail. Many
.” International Journal of Engineering Pedagogy, 6(2), 4-13.[12] Cunningham, C. M., & Kelly, G. J. (2017). Epistemic practices of engineering for education. Science Education, 101(3), 486-505.[13] Jonathan D. Hertel, Christine M. Cunningham & Gregory J. Kelly (2017) The roles of engineering notebooks in shaping elementary engineering student discourse and practice, International Journal of Science Education, 39:9, 1194-1217[14] Wendell, K. B., Wright, C. G., & Paugh, P. (2017). Reflective decision‐making in elementary students' engineering design. Journal of Engineering Education, 106(3), 356- 397.[15] Kelley, T. R., Capobianco, B. M., & Kaluf, K. J. (2015). Concurrent think-aloud protocols to assess
focused on their perception of their learningexperiences and well-being. The importance of this next set of questions was that it shifted theirevaluation away from their expectations of the Flex Model and the instructor’s ability to utilize ittoward a reflection on how the shift from traditional in-person classes has impacted theirperceived ability to learn, retain concepts, and personal well-being.The pre-survey results for the experiential set of questions can be found below in Table 4. TheLikert scale ranged from 1 to 7 which correlated with the labels “Much Better In Person” to“Much Better Online”. The averages for item found in the last column all skew toward apreference for in-person classes as the more positive experience for understanding
] G. S. Weissmann, R. A. Ibarra, M. Howland-Davis, and M. V. Lammey, “The multicontext path to redefining how we access and think about diversity, equity, and inclusion in STEM,” J. Geosci. Educ., vol. 67, no. 4, pp. 320–329, Oct. 2019, doi: 10.1080/10899995.2019.1620527.[15] E. Charles, “Decolonizing the curriculum,” Insights, vol. 32, no. 1, Art. no. 1, Sep. 2019.[16] D. K. G. Fomunyam, “Decolonising the Engineering curriculum in a South African University of Technology,” vol. 12, no. 17, p. 9, 2017.[17] H. Mogstad and L.-S. Tse, “Decolonizing Anthropology: Reflections from Cambridge,” Camb. J. Anthropol., vol. 36, no. 2, pp. 53–72, Sep. 2018, doi: 10.3167/cja.2018.360206.[18] R. Connell, “Decolonizing Sociology
, recruit the new cohort of ACCESS scholarshiprecipients, and continue to connect students with peers, mentors, and industry and governmentprofessionals, providing them opportunities to network, learn from, and interact with potentialemployers for internships or full-time positions.The material is based upon work supported by the National Science Foundation under Grant No.1930282. 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.8.0 References[1] “Heatmap,” cyberseek.org. [online]. Available: https://www.cyberseek.org/heatmap.html. [Accessed March 3, 2021].[2] Bureau of Labor Statistics, U.S. Department of
thermalstorage for rapid produce drying (Year 1); airflow optimization within the structure and waterrecapture during drying (Year 2); irrigation systems using multipurpose thermal storage water(Year 3); retractable insulation systems and blanching to speed the drying process (Year 4).Designs consider systems developed by previous students; as an example, the irrigation systemdesigned in Year 3 uses water from the Year 1 thermal storage tank and delivers water via theracking system developed in Year 2. We are working in close partnership with Stanford’s HaasCenter for Public Service and office of Community Engaged Learning to build both aneducational program and research agenda that emphasize the value of reciprocity, partnership,reflection, evaluation
better reflect the end users. The focus on community needs often attracts more womenthan average non-civic hacks [4].Benefits and goalsHackathons tend to drive intrinsic motivation due to interest in specific topics used and thepotential to impact the real world [12], translating to further action as citizens [13]. Since outputsare not usually viable [14] and prototypes are not polished, tangible outcomes have becomesecondary [4] to building engagement and awareness around the issue [15]. Additionally, it is aunique opportunity to “practice agility, iteration and scoping” [4] in an experiential learningenvironment that educators often fail to provide, especially in non-technical fields [16].Individual motivations are professional and personal
): the percentage of underrepresented students whose GPA is above 3.0 is 13% less thanthat of the majority students, and the percentage of underrepresented students whose GPA isbelow 2.0 is more than triple of that of the majority students. This gap directly contributes toother academic problems; for example, the current retention rate of underrepresented students is10% less than that of the majority students in CBAS at MTSU. Moreover, this gap gets worseyear after year in the past three years.Closing this gap is more challenging in the sophomore year due to a well-known phenomenon incollege education known as “sophomore slump”: reflected as either students getting poorer GPAor lower retention rate, or both, in the sophomore year [1] [2
underrepresented students is small at this time, though it will undoubtedly grow over thenext few years.Although written primarily with graduate students in mind, Wosu and Pai's 2012 articleestablishing a model for diversity and equity provides an excellent introduction and path forwardfor any engineering program or library to follow. Out of the six performance indicators for theirmodel, libraries can have the greatest effect on both "institutional climate/culture" and"institutional receptivity". The climate/culture reflects how students are treated, opportunities forresearch and contributions to a chosen discipline, and especially whether students feel like theybelong. Library programming can be created to foster this sense of an "inclusive
commitment to community-centered design and social justice [5]. Priority 1 is “Practice a community-first model ofdevelopment”, and its subgoals include critically evaluating project success as measured by thecommunity, identifying power imbalances and inequities in student development projects [6],and encouraging transparency in the chapter failures and impacts. Priority 2 is “Develop acommunity of globally-minded students and professionals” which involves ongoing self-reflection and collaborating with both professionals and students of different backgrounds anddisciplines. Priority 3 is “Challenge norms in higher education and STEM” and largely involvesvaluing non-engineering expertise in engineering projects and working towards