Page 23.705.2zero to three credit hours either required or optional depending on the university. Courserequirements range from optional (no bearing on degree requirements) to elective (mostlypass/fail) to mandatory in order to have access to the job posting database at the college oruniversity. Class sizes range from a seminar-sized group of around eight up to a lecture hallstyle group of about 100 per section, seemingly dependent on the staffing of the career centeritself or available faculty members qualified to teach the class. Formats vary just as much fromsmall weekly assignments to nearly daily assignments and end-of-term reflection papers. Someof the most often stated requirements are that students must create a resume and attend some
profession, AmericanSociety for Engineering Education Annual Conference, Paper AC 2009-424, Austin, Texas.Paradis, J.G., and M.L. Zimmerman, 2002, The MIT Guide to Science and EngineeringCommunication, 2nd edn., MIT Press, 324 p.Robinson, C.M. and G.M. Blair, 1995, Writing Skills Training for Engineering Students inLarge Classes, Higher Education, v. 30, p. 99-114.Royal Academy of Engineering (UK), 2007a, Educating Engineers for the 21st Century.Royal Academy of Engineering (UK), 2007b, Creating Systems that Work: principles ofengineering systems for the 21st century.Schon, D.A., 1983, The Reflective Practitioner, Basic Books.Schon, D.A., 1990, Educating the Reflective Practitioner: toward a new design for teachingand learning in the professions
US institutions while others are atthe exploration stage.The Scholarship of Teaching and Learning (SoTL) is a growing movement in higher education.25 Page 23.734.7SoTL is scholarly inquiry into student learning which advances the practice of teaching bysharing this research publicly.26 Sharing the teaching style that an instructor finds useful in aclassroom is what makes it scholarship. SoTL builds on many past practices in higher education,including classroom and program assessment, the reflective practice movement, peer review ofteaching, traditional educational research, and faculty development efforts to enhance teachingand learning.In this
technological platforms. Focus on the students and their learning, emphasis on collaborative work, use of didactic techniques, enhance of the process by the use of digital technologies and use of computers favoring active student participation are goals that guide her work. As a member of Tecnol´ogicos faculty several awards had been granted by the institution on the acknowledgment of her teaching performance and research activities related to analyze and reflect on the educational process. She coauthored several textbooks for the learning of Pre-College Mathematics and Calculus. Recently the Textbook Series of Ap- plied Calculus has been published by Cengage Learning offering an innovative approach to the teaching and
) What are the Constraints of the challenge? (list) EXPANDED DESIGN CHALLENGE: Reword the design challenge to include the specifications and constraints. DESIGN PORTOFOLIO The design portfolio has several elements—challenge (including specifications and constraints), developing knowledge (knowledge and skill builder activities), creating alternative solutions (evaluating trade-‐offs and selecting the optimum solution), building and testing a prototype, evaluating the design and refining the design. There is also a reflection section and an extension section for students
alsoillustrates that students embrace changes in instructional approaches. Students’ comments,shown in the following, reflect their learning gains in areas of cognitive understanding, contents,and meta-cognition. … The problem solving was getting boring and not very helpful until we were Page 23.814.13 grouped into 'states' and put in competition against each other. Class was enjoyable again and it helps with understanding. I enjoyed this class and starting the understanding the concept behind motor design and uses. This class did offer good tools to learn and did help me with
responsibility. V. Lessons LearnedThis paper concludes with reflections on lessons that were learned over the last four years whileattempting to perfect our outreach, recruiting, and retention programs. a) Don’t Lecture - Engage!This simple piece of advice was found early in the implementation of our program in an onlinearticle by Seelman.8 We interpreted this statement as talk less and show more. The pupils willlikely not remember your words, but they will remember the interesting things you show them. b) Don’t Spam the PupilsThere is nothing more time consuming than written and verbal correspondence. After initiallyputting considerable efforts on these activities, we started to realize that there was little responseor evidence that it made much
can create online and Page 23.871.13dynamic course materials that can be updated easily and frequently as needed. The workpresented in this paper and the instruments described will also guide any systematic evaluation ofa pedagogical novelty on similar student learning outcomes.AcknowledgementThis material is supported by the National Science Foundation under TUES Phase-II Grantnumber 1022932. Any opinions, findings, conclusions, or recommendation presented are thoseof the authors and do not necessarily reflect the views of the National Science Foundation.References1. Bransford, J. D., Brown, A. L., & Cocking, R. R., (2000). How people
product may not reflect student designs, owners anddesign engineers could benefit from student insights. This concept matches well with Cooley’s[6]second item listed previously. Page 23.314.5Further, although the concrete canoe and steel bridge are competitions defined and organizedoutside of a university, they are often considered to be extracurricular activities at a particularschool. For both the students and the advisors who participate in them, there is some level ofextra effort required. Houston[15] advocated that higher participation rates would result fromofficially crediting the work both students and faculty put in by incorporating the
to reflect a thermodynamics context. The items usedin the Phase 1 Survey are In order to prepare for thermodynamics class, I make enough time for doing the assigned homework problems. In order to prepare for thermodynamics class, I make enough time for doing the assigned readings.We re-evaluated all questions in light of current engineering education literature. For example,Litzinger posed that different cognitive and metacognitive strategies are used by students inproblem solving courses than in non-problem solving courses 36. Therefore, we eliminatedseveral questions in the SRLI that were not relevant in a problem solving course context whichalso helped keep the total length appropriate to avoid survey fatigue
effective approach to increasing applicability was toemploy real-life communication interaction scenarios—included for practice, reflection, andmodeling36, 37, 38, 39, 40. These scenarios were drawn from composites identified in CareerWISEfocus groups41, described earlier, which found the four major themes that affect attrition andpersistence decisions for graduate women in STEM: (1) advisor issues, (2) balance issuesbetween work and non-work life, (3) climate issues related to the STEM environment, and (4)delays and setbacks. These four major themes were then incorporated into the content andpresented as multidimensional (i.e., pertaining to more than one theme) self-tests and/or real-lifecommunication interaction scenarios. An example of a
. The 100m2 Laboratory incorporates areas for teaching and training, andstudent-centered learning activities were specifically designed to foster student exploration withreal-world hardware, machines, and physical systems. These activities promote “hands-on” and“minds-on” learning, and reflect the spirit of transformational learning that is a theme in theCollege of Engineering. The Laboratory is equipped with workbenches, tools, instruments, computers, data acquisi-tion systems, and an assortment of machines and mechanical systems to enhance creative explo-ration and investigation. The machines and systems include motorcycle engine assemblies(engines and transmissions), bicycles (including a chainless bicycle and a custom front-wheel-drive
citation theycollected, students learned to filter out irrelevant, out-of-date, unauthoritative, inaccurate, and biased Page 23.478.11information. What is significant for us as instructors of this course is that the quality of citations fromthe Open Web moved away from generic, encyclopedia-style sources (e.g. Wikipedia) to sourcesoriginating from professional entities (e.g. EPA) and scholarly publishers (PLOS.org.) This move onthe students’ part is attributable to the students’ awareness and appreciation of the evaluation criteria.The improvement in locating and using appropriate information sources also reflected on theirimprovement in
complete it. The shortsurvey consisted of several questions that gave some reflections of the students’ state of mindabout understanding lifelong learning competency. Page 23.479.6In the first question of the survey, students were asked to write their own definition of lifelonglearning, the sample consisted of 86 students in four different classes at the sophomore, juniorand senior levels. The responses were compared with the definition given by Candy3 repeatedhere for convenience, “equipping people with skills and competencies required to continue theirown self-education beyond the end of formal schooling”. 45
variables were collected throughout the four semesters using anunannounced exit survey administered online in the lab in the week following the GISlaboratory.Student PerformanceFive multiple-choice and fill-in-the-blank assessment items tested their recall of traffic safetyissues covered in the GIS laboratory. Students had no prior preparation associated with this test.Of these five assessment items, two were common for all semesters and three were equivalent indifficulty, but different for the stand-alone (first two semesters) and context-driven approach(last two semesters). This adjustment reflected the nature of the analyses required by the crash
students aboutentrepreneurship4,5, something that many of our faculty have been promoting to our students forthe last decade. Evidence shows that this new proposition is working as most of the studentsnow graduating from the Electronics Program take engineering jobs in the product and systemdevelopment sector, serving as applications engineers, product engineers, test engineers, andproject managers. With the change in how the program is presented to both new students and industry camean opportunity to overhaul the current curriculum and ensure that it optimally reflected a focus inproduct and system development. From a technical standpoint, the curriculum was very strong,emphasizing analog/digital electronics, power, embedded systems
quality that comes from much of thetext that is produced by students. This quality reflects a lack of flow in the wording, a conditionsimilar to reading a list that indicates no apparent connection among the various parts of the list.This lack of connection makes a reader quickly begin to wander, sometimes becoming lost inpersonal thoughts far from the actual text. The three items that may help improve all student text area focus on outlines, a review of simple paragraphing with topic sentences and supportinginformation, and an overview of the transitions that can be placed in a piece of writing to make thetext flow. These relatively easy elements in writing can make a great difference in the quality of astudent’s text.Another problem that is
Arizona State University. His research interests include social media, narrative storytelling, cyberlearn- ing, embodied mixed-media learning, affective computing, and instructional design. He holds a M.Ed. in Curriculum and Instruction from Arizona State University and is a former middle/high school English teacher. His work is steeped in a multi-disciplinary background including education, design, filmmaking, music, programming, sociology, literature and journalism. He is a member of ASU’s Advancing Next Generation Learning Environments (ANGLE) and Reflective Living research groups.Dr. Sandra Houston, Arizona State University Dr. Sandra Houston is a member of the Geotechnical Engineering faculty in the School of
sinusoidal signal as they go through the same changes innoise amplitude and observe what the combined signals look like at different signal-to-noiseratios. Furthermore, they can listen to the sounds on a speaker, which is a more familiarexperience with regard to this concept because everyone has experienced static on a cell phone.The SNR measurements are repeated for a filter with a lower cutoff frequency and then again fora fixed amplitude ramp signal. They can observe how the noise floor in the spectrum rises withan increase in noise power and can overcome certain harmonics in the signal, which are nolonger heard. The students are then asked to reflect on what happens when the signal-to-noiseratio has a very large positive or negative dB value.Lab
would like details about clusters to be available so they can seewhat ideas students are using in their responses (Figure 1e,f) and how these ideas are associatedwithin clusters, or differ among clusters Figure (1b,d). This detail is also useful for reflection onone’s teaching at the end of the semester.Additionally faculty reported that 3-5 clusters were optimal for interpretation. Although the Page 23.236.10analysis can generate more clusters, with each cluster describing a more fine-grained type ofresponse, we aimed to customize to the instructors’ needs and typically presented faculty with 3-5 clusters. Faculty reported that they would
himself to the studentsat this event and describes the first-year courses and what students need to do to be successful inthem. Corporate partners provide advice from the “real world” on what skills students shouldfoster during their undergraduate careers to maximize their chances of achieving theirprofessional goals (described in additional detail in Wolff, et al6). The environment of theresource fair, in particular, with music and prize giveaways, encourages students to interact witheach other and seeks to dispel the often-held notion that engineering is not a welcomingenvironment. Students reflect the success of this approach in that fully 99.3% of surveyrespondents indicated that the Colloquium had at least “some value,” with 45% rating the
shareholders ultimately decided whether to invest or divest themselves from eachentity causing each company to reflect and learn from their previous decisions.It was our desire for them to learn that the decision making process is not a concrete or formulaicprocess that can be read off a checklist or a reference document. Rather, the ability to makesound decisions, if developed and utilized correctly, can become one of the most valuable assetsto any individual in the organization.It was our intent to re-iterate that no decision is black and white … there are always caveats,exceptions or some subjective element that can be considered questionable. Not every decisioncan be, or needs to be, based on a significant regression analysis with an infinite
data set, as well aselements of frequency, extensiveness, and intensity within the data. Ideas or phenomena wereinitially identified and flagged to generate a listing of internally consistent, discrete categories(i.e., open coding), followed by fractured and reassembled (axial coding) categories by makingconnections between categories and subcategories to reflect emerging themes and patterns.Categories were then integrated to form grounded theory using selective categorization to clarifyconcepts and to allow for response interpretations, conclusions and event potentially taxonomydevelopment associated with critical features of a “global engineer”. Frequency distribution ofthe coded and categorized data was obtained. The intent of this
engineering in the U.S. than in Mexico.Though Adriana’s parents’ goals were very clear, other participants’ parents were lesstransparent about the reasoning behind their expectations. For example, Salma reflected on whyher parents emphasized academics. I think part of it might have been the way they grew up, and they didn’t have very many opportunities in Mexico. Maybe when they came here and they had us, they wanted us to take advantage of the opportunities that were here.Salma noted that her mother earned her GED diploma after moving to the United States in theearly 1980s, and both of her parents worked a variety of jobs before they founded their owncleaning business. As she noted, Salma’s parents moved to the U.S. to find more
% 0.0% 12.5% 4-5 Persons Only 45 71.1% 24.4% 15.5% 6 or More Persons Only 14 71.4% 42.9% 14.2%Figure 4 presents department responses to a list of topics and skills assessed from the designexperience, as a function of team size. Overall, patterns initially identified in the 2012 paper –regarding specific topics/skills assessed – are reflected for all team sizes. For example, mostprograms (70-plus percent) assess communication skills; Figure 4 confirms that this is the caseregardless of team size. Conversely, relatively few programs assess asset manageme nt; Figure 4also confirms this is the case regardless of team size. However
particleattributes based on relationships between time and particular paths through the network taken byindividual particles.Patten and colleagues developed network environ analysis (NEA) [3, 5, 7, 19, 20], a form of EcologicalNetwork Analysis (ENA), to model the networks of complex ecological systems. Affording particularmathematical and ecological interpretive advantages, NEA uniquely represents objects as simultaneouslyparticipating in the dual environments of both their incoming and outgoing networks. NEA reflects theorganic holism of ecological systems and is by nature deterministic. Page 23.925.2Recently, Jørgensen and Nielsen [14], Fath
engineering communication. We then present ourfindings on the ways in which the deficit model has recently been enacted in engineeringcommunication contexts. Next, we present a framework of key concepts integral to publiccommunication so that engineers can reflect upon how these dimensions affect the wayscommunication with the public is carried out. The paper concludes with a discussion ofsignificance, intersecting issues, and future work.Overview of the Deficit ModelThe deficit model, a term originally coined by science studies scholar Brian Wynne,1 refers toapproaches to science and engineering (S&E) communication and outreach that are based on thebelief that publics are critical or skeptical of, and not interested in, S&E because they do
technology professionals at a variety of levels and in avariety of environmental fields1. This type of multidisciplinary, technology-based approach isnot sufficiently reflected in our current educational programs.The classroom integration of sensor development is therefore not only topical but offers highlyinterdisciplinary subject matter, providing motivating scenarios for teaching STEM topics andskill sets. SENSE IT provides students with the opportunity to learn about sensor technologythrough a hands-on, collaborative process of designing, constructing, programming and testingwater quality sensors. Design-based activities such as SENSE IT provide a rich context forlearning and lend themselves to sustained inquiry and revision. Application of
. By their nature, Fermi problems depend on the use of some prior knowledge. Studentsmust be able to perform the following steps: 1) conjure up relevant values such as theapproximate U.S. population or MPG of a car, 2) understand the necessary mathematicaloperations to perform on these values, 3) use those operations in a logical and cohesivemathematical way, and 4) reflect on whether the estimate might or might not be reasonable. Thekinds of problems presented by the 3D Estimator primarily assess students' performance of thethird step, thereby assisting with performance on the fourth. That is, the 3D Estimator assessesstudents' use of mathematical operations and numerical strategies for producing reasonableestimates. Producing reasonable
learning has been explored by numerousstudies19 20.Using clickers to engage students and assess their learning builds on research into studentlearning without technology aids. Posing thoughtful questions that prompt reflection of recentlyintroduced concepts, along with interaction with the instructor is a way of sparking generativelearning. This has been demonstrated by research showing that combining “adjunct” questionswith a reading assignment produces more effective learning than assigning the reading inisolation.21 22 23 24 25 26 27 28 The timing of the questions is also significant. Some studies 29 30found that students did better on exams when they were presented with the questions after thereading as opposed to beforehand. Mayer31 and