majority males. The international experience, in combination withother interventions, proved to be a transformational factor for the participants.for Asentamientos Humanos (informal settlements) wasQualitative Evaluation Methodologydesigned with this learning technique. This engineeringIn order to evaluate the outcomes of the program, multiple sources of data were collected. Thesesources included quantitative data on student retention, annual student surveys, focus groups atthe end of the program, and student reflective essays. For this paper, summaries of the focusproject also showed students from Penn State thegroups and reflective essays are discussed. In addition, quantitative data on student retention andother outcomes are provided. The
participation in postsecondary spaces. We willdefine disability and describe our choice to use both identity- and person-first language. We willdiscuss our choice to prioritize research that highlights disabled student voices.Our literature review will explore: which disabilities have been the focus of research in highereducation; problematic practices that require increased disabled student self-advocacy rather thansystemic changes; the reasons for students’ reluctance to use accommodations; the weaknesses ofthe accommodations approach; and suggestions for moving beyond accommodations. We willconclude by offering recommendations and reflections for researchers who want to researchdisabled students.The purpose of this paper is to provide a place to
shift towards renewable energy sources [1].This policy-driven shift necessitates a workforce adept in renewable energy integration.Consequently, a re-evaluation and subsequent update of engineering curricula and workforcedevelopment programs are imperative to align with these emerging demands [2]. However, anotable misalignment can be identified between current engineering curricula and the practicalneeds of the energy sector [3]. This discrepancy mainly arises from the lag in updatingeducational content to reflect rapidly evolving industry requirements [4]. Educators often findthemselves grappling with unclear guidelines on the factors influencing course redesign,leading to a slow renewal process, ineffective teaching strategies, and outdated
, andalso a component involving the ways the actual work done influences students’ perception oftheir preparation. § RQ1: How does participation in environmental engineering and science experiences outside of the classroom contribute to the ways students construct early career trajectories? § RQ2: How does participation in environmental engineering and science experiences outside of traditional classrooms influence students’ perception of their preparation to construct and participate in professional judgment processes?BackgroundOverview of the STEMcx Environmental Justice ExperienceThis data analyzed in this research reflects the experiences of one intern in the STEMcxEnvironmental Justice Internship. STEMcx is an
toincorporate the IDEO model of innovation, wherein projects were validated according to theirdesirability, feasibility, and viability. Desirability considers the users’ needs, where feasibilityand viability reflect the technical ability to develop a solution and marketability potential,respectively. Teams are expected to propose a single unmet clinical need at the conclusion ofCIP and validate it as a potential project according to IDEO model. Here we report on two yearsof our revised CIP, using data from pre- and post-program surveys. Surveys assessed studentexperience, confidence, and perceived necessity of interdisciplinary teaming, primaryethnographic research, and secondary research. Paired data from 28 students was available (14BME, 14 IMED
not inclusive to people of color, and overt racial incidents. Garcia et al. (2020)revised the model to shift away from a deficit perspective, recognizing the diverse forms ofcultural wealth these minoritized students bring to higher education. The model also emphasizesthe importance of higher education institutions in fostering an inclusive environment thatembraces and amplifies these unique racial and ethnic perspectives.For this study, this framework allowed us to elicit through interviews and explore throughthematic analysis how RDI-supported URM students reflected on various aspects of theirindividual development and their perceptions about the value of the RDI workshop. This studyaims to broaden the applicability of the existing model
diversity and equity, which is reflected in her publications, research, teaching, service, and mentoring. More at http://srl.tamu.edu and http://ieei.tamu.edu.Prof. Pauline Wade, Texas A&M University Pauline Wade was formerly the assistant director for the Craig & Galen Brown Engineering Honors and Grand Challenge Scholars programs. Previously, she was a tenured faculty member at the University of the Philippines, Cebu (UP), in the Department of CompuDr. Shawna Thomas, Texas A&M University Dr. Thomas is an Instructional Assistant Professor in the Department of Computer Science and Engineering at Texas A&M University. She is a member of the Engineering Education Faculty in the Institute for Engineering
student who may not otherwiseview themselves as an engineer—a curious person, an entrepreneur, a person with great ideasthat society needs, or a part of the university’s ecosystem—may be able to demonstrate theirpotential to themselves and to their community through their lived experiences viastory. Providing time for students to develop and tell their stories is a powerful way to validatethe vast experiences students bring with them to college. Likewise, faculty want to know theirstudents, and students want to know themselves. Our own work with story in this context wasinspired by the Kern Entrepreneurial Engineering Network (KEEN) on Stories project starting in2020 and reflects our interest in instilling an entrepreneurial mindset in our
]. Results from the case-study questions during the firsttwo years proved inconclusive and student comments reflected their confusion in trying torespond to the case studies, so this part of the survey was dropped in subsequent years. Resultsof the case study responses from 2020 and 2021 are not included in this discussion. This studypresents the results of the Likert scale questions, which were consistent across all four years ofthe study period. Values reported below are the averages for all responses, based on the 5-pointscale defined for each question.Results and DiscussionThe social justice focused instruction showed an effect on the first-year environmentalengineering students’ understanding of social justice, their perspectives on equity
Disability Black Rachel Master’s Services Joy 8 F Coral 11 F Product White Cori Bachelor’s Marketing Charlie 7 MData SourceThe data source for this study were videos from each family engaged with the kits, as well asshorter clips where families described and/or reflected on their progress, prototype, andexperience. Each family self-recorded and shared videos with the research team
collected from undergraduate engineering students assigned to groups in thecomparison and treatment conditions from Fall 2019 to Fall 2022. Data was collectedelectronically through the CATME teammate evaluations and project reflections(treatment, n = 137; comparison, n = 112). CATME uses a series of questions assessed on a5-point Likert scale. Quantitative analysis using Analysis of Variance (ANOVA) and Covariance(ANCOVA) showed that engineering students in the treatment group expected more quality,were more satisfied, and had more task commitment than engineering students working withintheir discipline. However, no statistically significant differences were observed for teamworkeffectiveness categories such as contribution to the team’s work
; and the integration of reflection to develop self-directed learners. ©American Society for Engineering Education, 2024 Indicators of Change in Mechanical Engineering Instructors’ Teaching Practices Across Five YearsAbstractCurrent best practices in teaching and learning are often not implemented in engineering courses,including those of mechanical engineering. The low rate of the adoption of best practices inteaching and learning can be attributed to the variation in training among individual educatorsand a lack of time to learn about and implement new teaching strategies. A significant disruptionto higher education in 2020 created an opportunity for instructors to change their
solicitation of the College of Engineering in 2020 and a three-yearredesign was undertaken and completed in Fall 2023 with its third iteration.This paper assesses how the redesign achieved the initial goals and how its delivery reflects thedesired characteristics. Four course outcomes were adopted: 1) Develop creative solutions byapplying engineering design, math, science, and data analysis, 2) Construct an effectiveprototype or model using technology and tools, 3) Demonstrate improved power skills(communication, teamwork, information literacy, professionalism), and 4) Employ NSPE Codeof Ethics to examine case studies and extrapolate for other situations. In terms of the courseoutcomes, this paper describes how students self-assessed their achievement
participant identity, allresponses were collected anonymously to encourage free sharing without repercussions [17].Moreover, respondents indicated who could read their story by answering the question, “Whowould you share this story with?” and they had the option of answering: 1) Everyone 2)Researchers Only, or 3) No one [17]. Participants who chose options 1 and 2 were used to completedata analysis and reported responses to this question were filtered by option 1.SenseMakerData collection was accomplished through the platform SenseMaker. Sensemaking is a researchapproach used to understand complex and ambiguous data such as narratives [18]. This tool usesmixed methods analysis to allow participants to use quantitative responses to reflect on their
urban communities within the mid-Vancouver Islandregion.1.2 OverviewThis paper is the first in a series that chronicles the development and honing of the survey instrumentand the preliminary results, analyses and observations leading from it. The primary purpose of thispaper is to summarize the iterative process that was involved in creating the surveys. Subsequentpapers will provide detailed analyses of the survey results.The presentation of the development of the survey mirrors our iterative process, which moved frominitial development of a fourth-year survey, follow-up interviews, a reflection based on the responsesand literature, followed by a first-year survey, and follow-up interviews. While the primary objectivefor both the survey and
(InternationalProfessional Engineering Educator Registered) title was achieved through the project“Pedagogical training of engineering educators—EnTER" (created in 2018). This wasachieved with the support of the only professional regulatory body that overseesengineering teaching professionals, the International Standard Classification ofOccupations (ISCO), with code 2311 (ISCO Code 08) as “Higher education teachingprofessional: Engineering educator" [4–6]. Thus, this article will show how the reviewedprograms are structured, and will provide a proposal for engineering that seeks to reflect,innovate, and rethink its teaching practices. Some research shows that engineering teachingpractices closely linked to the concept of traditional science are recognized, but in
Ethics Narrative Game [Research Paper] Knowing what's right doesn't mean much unless you do what's right. -Theodore RooseveltFostering ethical decision-making skills in undergraduate engineering students is central toABET accreditation and crucial to student engineers’ success in future careers [1]. This ongoingresearch focuses on the development of a narrative game called Mars: An Ethical Expedition(Mars) [2]. The game draws on the contemporary learning theory of situated cognition to providestudents with a situated, contextualized, and playful platform for using and reflecting on theirethical reasoning abilities [3, 4]. The game aims to be an engaging and
Group Week Module F Humans in Space Both GroupCourse DesignAeroverse was offered as a for-credit, pass/fail course that focused on introductory fundamentaltopics and therefore had no pre-requisite requirement. As such, students were expected to attendevery class and submit assignments for grades. The assignments included pre-readings beforeevery class, a pre-reading quiz, a pre-class reflection, an in-lab worksheet, a post-class quiz, and apost-class reflection. The post-class reflection recorded how enjoyable students found the class andhow confident they were that the class allowed them to meet certain learning objectives. The latterresults were compared to the pre-class reflection that
organizational change at the graduate level within one university’s College ofEngineering (COE). As members of this center strive to make equity-focused changes within theCOE, we must ensure our thinking considers the decentralized nature of graduate educationwithin the institution. Moreover, we must also grapple with faculty resistance to change,regardless of reason. The purpose of this work-in-progress research study is to report on thedevelopment of a reflection instrument that can be used to assist change leaders in determiningtheir unit’s readiness for change. In particular, we will report on instrument development,piloting results, and the current instrument iteration. We leverage the Competing Values CultureFramework (CVCF) to better understand
approaches to • Student reflections community-engaged research • New programs and curricula • Disseminate community-engaged STEM • Research products graduate traineeship model. • Publications and conference presentations • Trainees publish papers with authors from • Collaborative grant proposals multiple disciplines; • Student placement statistics • New transdisciplinary collaborations. • Community of diversity recruitment • Trainees articulate and analyze the advocates
toengage students in the practices of front-end design [4] supporting students throughout each lesson todevelop a strong understanding of stakeholder need while exploring the ill-structured, real-world issue ofwater conservation. Another central purpose of the curriculum was to help students draw connectionsbetween and leverage science, engineering, and social or community knowledge. The curriculumsupported students to explore this problem locally, understanding water conservation issues andchallenges in their own communities, to allow students to leverage funds of knowledge [12], [13] andtheir local expertise as they engaged in the process of front-end design. The summative assessment at theend of our series of lessons is an extended reflection
, social constructions and hierarchies, historical background, andsocioeconomic status among other social constructs. As Anzaldúa explored her ownupbringing and lived reality, she deconstructed those spaces she inhabited where she faceddiscrimination and ambiguity to imagine and (re)shape a third space where new realitiescould exist [16]. Through a process of self-reflexivity, Anzaldúa explains, Nepantla becomesa (re)imagined space rather than a dichotomy of worlds [16]. Anzaldúa claims that Nepantlasoften emerge through writing – the writing that comes from deep and critical reflection thateventually leads to a process that catalyzes transformation.Nepantla is also a way to explore the world through lived experience and engage indecolonial
real-world problem analysis into science-relatedsubjects using case study approaches. These approaches engage students with practicalissues, fostering sophisticated thinking, promoting reflection, integrating, applying priorknowledge, and developing self-management learning skills. In our university's ConstructionEngineering program, introducing case studies addressing real-world problems in thesisprojects in the first semester of 2017 significantly improved the graduation rate, rising from10% in 2016 to 25.9% by 2022. These enhancements across various performance metricsdemonstrate the efficacy of this methodology. This research employs a non-experimentalmixed-methods approach, utilizing surveys and interviews as primary data collection
specific goals were twofold: a) to providea reflective perspective on participants' institutional experiences related to gender, equality, androles within the School of Engineering, and b) to shed light on the challenges and barriersencountered in institutional life. Data was collected using the LEGO® Serious Play®methodology as an innovative and dialogic facilitation method. Twenty students and professorsparticipated. A phenomenological and qualitative analysis was conducted on the workshoprecordings to discern emerging perspectives. The results of the initial pilot workshops highlightthe significance that gender equality holds for both students and faculty within the realm ofuniversity education, as it is seen as the heart of institutional life
to comprehensively assess students'knowledge and attitudes about sustainability in engineering design, we employed three distinctmethods: self-developed questions and assignments. The survey, initiated with a statementsecuring participants' consent, focused on demographic details before delving into six open-ended questions gauging perspectives on sustainability, life cycle assessment (LCA), andsustainable design. Furthermore, the LCA reflection assignment served as a valuable component, providingdirect evidence of students' understanding of the significance of Life Cycle Assessment (LCA) inengineering designs. The thorough assessment of assignments focused on aspects such as theproduct's lifespan and its broader impacts, encompassing
knowledge to elicit performance (Gagne’s Event #6). This is done by applying problem-solving tasks and group projects that require students to apply their abilities in a hands-on manner. The discussion questions and case studies in the course encourage collaboration, experimentation, and creativity and encourage students to solve real-world problems in simulated environments. • The course instructor has a clear plan to offer constructive feedback (Gagne’s Event #7) during discussions and project milestones and after students have submitted assignments. This emphasizes the importance of self-assessment and encourages reflective thinking in students about the concepts they have learned during
change.Impact of the Work on the SELs: It was my first time doing any ADEI work, and I have learned from this experience that it is a very hard thing to navigate. I have learned that I am very passionate about efforts like this, especially ones that I am involved in such as my department, so I have learned that professionally this is something that I want to continue with doing in relation to my career. -KAThe faculty members of the ECO group asked each of the SELs to reflect upon their experiencewith the culture related work. The purpose of the reflection was to better understand theexperience of the students leading the work to help determine what supports they might needgoing forward and the overall impact of the work
provided table file). Operating conditions that do not meet the system requirements should be highlighted red. • Evaluating Solutions Against Requirements – for each solution, evaluate the solution against the requirements. Discuss the strengths and weaknesses of the solution. If the solution does not meet one or more of the requirements, discuss approaches to correcting the issue (which should be reflected in the subsequent solution). At minimum, you must have three iterations. There is always a way to improve your design. • Making Trade-offs – Discuss any trade-offs made throughout the design iteration process. Discuss any other changes that were made throughout the design iteration process and
. Research Team Dr. Walter Lee Malini Josiam Artre Turner Crystal Pee Taylor Johnson Dr. Janice Hall Associate Professor PhD Student PhD Student PhD Student PhD Student Postdoc This material is based upon work supported by the National Science Foundation under Grant No. 1943811. "Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation
use the lab manuals and other written or verbal instruction etc. We believethis led to clear instruction and student satisfaction with the overall experience.Course Under ConsiderationEngineering Electromagnetics is an undergraduate-level course at our university intended forElectrical Engineering students with Junior or Senior standing. The content primarily includeselectromagnetic wave propagation, transmission line propagation, voltage and currentwaveforms with multi-boundary reflections, Smith chart analysis, and application of Maxwell’sequations. The course is offered once a year with enrollment in recent years ranging between 30and 40 students. Over the last three years, we have tried to transition the course from a traditionallecture