knowledgestudents have assimilated through various courses in their major for professional success. ProjBLpedagogy has been adopted and implemented in ME425. This engaged pedagogy aims to helpstudents enhance their cognitive, non-cognitive and critical thinking skills through engineeringdesign tasks.CMG250 has been identified as one of the most critical courses in the Construction Managementmajor. ProjBL has been adopted and implemented for CMG250 course. In this course anindependent project is assigned to each student to calculate the estimation of a building project.The students work on the project with their peers with necessary guidance from the instructor.The project aims to improve students’ study habits, and enhance their abilities for
Construction (ASC)competition. The ASC competition then serves as the model for the culminating event, in whichthese 12 students leverage their experience to assume a leadership role among their peers. Nearthe end of the second semester, students transition from their traditional capstone coursesequence to a culminating design event. During this transition, the 12 students who participatedin the ASC competition form teams of 12-15 students each, which they will lead as they competeacademically to “win” a design-build contract for a real project. Teams integrate students’experiences from four sub-disciplines represented in the major: construction, environmental,geotechnical, and structural engineering. Additionally, both faculty members and
forinternational graduate students, but with support and understanding, these students can adaptand achieve despite these difficulties [25].The success of international graduate students is greatly influenced by the social and academicrelationships they build. Research indicates that peer and graduate student support cansignificantly contribute to international students' success [22], [27]. Developing academic-centered relationships with professors and peers is critical for sharing knowledge andexperiences, which can help international students overcome academic and social challenges.Although some international students report being too busy to engage in social activities,studies have shown that having a friend who understands their situation can be
the statics book, as well as writing content that could not be found in othersources, such as the reaction forces. She wrote a few examples for the book, but most of the workwas editorial by organizing the content into chapters. When she was first asked to help compileand write this OER book, she was extremely excited. Once she began working on it, she began tofeel overwhelmed and found it quite daunting at the beginning. Although aspects of thedevelopment of the OER took numerous hours and became monotonous, she thoroughly enjoyedwriting her own sections and examples. The process was more time consuming than she expected,but once she finished compiling and writing all the chapters, she had a great sense of pride andaccomplishment.Overall
solving the open-endedproblem wrote: “After some guess and check with various resistors that I failed to write down, Ifound that the best combination, or a possible combination was to use the 40 ohm resistor and the70 ohm resistor in parallel” (emphasis added). Additionally, strategies such as use of a textbookor peers for help would not be discerned through study of student written work. Even ifprofessors do not have access to software that allows recording and annotating of students’ work,or do not have the time themselves to review audio data, the think-aloud process itself could helpstudents develop metacognitive and problem solving strategies that will improve their taskperformance27. The results from this research suggest recommending
, students are subject to widely held human psychologicalneeds: the desire for esteem and recognition in the eyes of their instructor and peers, and the evenstronger influence of their fears of negative evaluation. Grades provide a standardized andstructural means of providing this recognition or judgment. All too often, instructors use gradesas one of the sole means to give students feedback, without attention to coaching and other formsof feedback not tied to the “carrot” or the “stick” of a specific grade.As grades represent a point of continuous and structurally endorsed feedback for students, themessaging sent by the grade that students receive can overwrite their own self-concept, i.e.whether they are good at the subject matter or have the
network with respect to theorganization than tenured faculty. For evaluating the availability of resources, the faculty werealso asked to rate their level of satisfaction with resources available for nine distinct aspects oftheir academic career. Among all respondents, the lowest areas of satisfaction were with industryrelations and research equipment. Tenure-track faculty reported significantly higher satisfactionthan tenured faculty in five of the nine categories: teaching training, grant writing, professionalnetworking, professional development, and overcoming bias. Gender differences between tenure-track faculty satisfaction were shown to be insignificant, with the exception that women weresignificantly more satisfied with resources for
as they navigate the complexities ofSTEM education and careers. Through this literature review, we aim to identify gaps in currentmentoring approaches for minority graduate and undergraduate students in STEM fields anddevelop a new mentoring strategy that addresses their specific needs and challenges. Historically, academic mentorship has concentrated on learning rather than careerdevelopment or psychosocial needs (Ensher, 1997; Stromei, 1998). According to research,undergraduate students who are mentored had higher GPAs, greater retention rates, and moreunits finished each semester than their unmentored peers (Campbell and Campbell 1997).Mentoring addresses key aspects of student identification and social integration into
(2012) writes of ‘invisiblebarriers,’ related to sociological/psychological constraints. The author argues that local publicpolicy platforms are needed so as to ensure that women engineers have a space to put theirSTEM skills into action within the workplace (Qayyum, 2012).Gulf ContextWithin the Arab Gulf region alone, women comprise 60% of engineering students in universities,double the percentage of female engineering students in the U.S. and Europe (Durrani, 2015).Unfortunately, this does not translate to the same percentages in the workforce after graduation.For example, in Qatar, women make up less than 12% of the workforce (Yahia, 2012).Participation of women in the workforce, and particularly related to STEM fields, havenevertheless been
7. Select exemplar text for each theme to include in write-up of analysisFigure 1. High-Level Depiction of Research Method. The steps in the blue boxes primarilyinvolve quantitative analysis, and the ones in green primarily involve qualitative analysis. 8 Although the method we developed mixes quantitative and qualitative researchmethods, the descriptions below separate its quantitative and qualitative aspects to makethe underlying logic clearer.3.1 Quantitative Methods: Frequency Analysis and Topic Modeling3.1.1 Extended Frequency Analysis Using the Search Functions of PEER The purpose of the
introduced the basics of scientific literature searches, hypothesis creation, andresearch methods. The worksheet was instructor-led, but also served as a reference guide as theparticipants completed their research projects. The next activity introduced participants to peerreview and feedback. The participants were able to present their proposed research topics to theirpeers and instructors and get “peer review” feedback, which they integrated into their projectdesign.The next activity was an introduction to writing college-level research reports and incorporatingcitations, beginning with how and why sources are used and how to cite sources properly. Thesession then covered data, information, and statistical analysis. The instructor pointed out
Engineering Course at a Two-Year CollegeAbstractFirst-year engineering students are often underprepared for success in preparatory core classes.To support aspiring student engineers on their path towards degree completion, student behaviorsand attitudes conducive to success as engineering students are developed through the use ofreflective teaching practices in an Introduction to Engineering course. With a progressive seriesof student assignments, in-class activities, and weekly retrospective writing assignments,students are guided to reflect on class experiences. These tasks help students to use classroomlearning to inform future decisions. Recognizing the diverse strengths and backgrounds of ourstudents, the assignments
expectations held for a role incumbent” [6, p. 12]. This stage consistsof the preparatory and recruitment phases of a student into the doctoral program, where the student’sknowledge about graduate education is mostly based on stereotypes and generalizations. In the formal stageof the socialization process, the student receives formal instruction regarding the role. The student, as anapprentice, observes older students in the same role of pursuing a Ph.D. and learns the normativeexpectations of the role. The student’s interactions are mostly informative and aim to integrate them into therole. The informal stage consists of the student learning of the informal expectations of the role. In thisstage, student “develop their own peer culture and social and
findings of this study could be used to help femaleengineering students formulate appropriate learning strategies in project-based learning,and provide suggestions for them to take on suitable roles in group study. Possiblestrategies to optimize the design of future collaborative learning projects were alsoproposed.Literature reviewGender study constitutes an important part in engineering education. As found byprevious empirical studies, female engineering students had lower entrance opportunity,lower persistence rate, and lower grades than males, and their self-confidence,satisfaction level, educational engagement and academic performance were also foundto be at lower levels than their male peers [5][13].As to the possible causes, Felder’s study
format. For example, in a face-to-face format, collaboration and pairprogramming works well. Some instructors have even been successful implementing distributedpair programming in an online course [5]. However, in a flexible schedule, online format (Flex),the implementation of these activities is particularly challenging. In the Flex format, studentsstart the course at different points in the semester, work at their own pace and may not beworking on the same module at the same time. The asynchronous nature of the class makes itparticularly difficult for students to interact with each other. We propose the use of discussionboards within the learning management system to help create peer-to-peer code sharingexperiences in a Flex class. In this
) Limit social media and cellphone use (n = 1) Social changes Make friends in STEM and non-STEM (n = 1) Join clubs on campus (n = 1) 3 Type of help received Meet with professors during office hours (n = 13) Peer tutoring (n = 7) YouTube and Internet (n = 5) Academic advisors (n = 5) TAs (n = 3) Off-campus tutors (n = 2) 4 Motivation
their own pace, acclimating to therequired knowledge prior to class and allowing class time for problem-solving and collaborationwith peers and the instructor.This study summarizes the results of implementing a flipped learning approach to a constructionmanagement cost estimating course. Mixed methods were used to collect quantitative andqualitative data. Findings analyzed student perceptions and indirect and direct assessments ofstudent achievements. The outcomes of the flipped approach indicated most students perceivedbenefiting from the flipped learning environment, with a positive impact on student achievement,comprehension of course material, and stronger student-to-student, and student-to-facultyengagement. Furthermore, results reinforced
and authentic, the belief thateach member brings different and potentially useful information to the task, and theopportunity to iterate design ideas over time. Framing agency provides a lens forunderstanding the kinds of design learning experiences students need to direct their ownlearning and negotiate that learning with peers in design projects.IntroductionManaging design projects in undergraduate coursework is challenging, in large partbecause design problems are ill-structured, meaning there are many possible solutionsand framings of any design problem [2]. As engineering programs have increasinglyincorporated design challenges into first year and core courses, faculty must makedifficult decisions about feasibly managing design
students. While there aremany types of accommodations that can help an LD student, one common characteristic most allLD students have is that they require more time to assimilate any newly presented material. Thiscan present a problem if the active learning activity is immediately following the lecture. Forexample, the minute paper activity requires the student to write on the topic just covered for oneminute. Then present or otherwise submit the writing perhaps for a grade. A learning disabledstudent may not be able to acquire sufficient knowledge from the lecture part, in the time given,to be in a position to write such a piece. Furthermore, the process of writing itself may presentadditional problems as many types of learning disabilities
program in the Mid-Atlantic region were tasked to write a reflective essay explaining the challenges faced intheir first four weeks in college. A thematic analysis of the qualitative data was used to analyzethe reflective essays.This “work in progress” paper will summarize the main results of the study. Based on theanalysis, we propose interventions to assist these students in their transition from high school tocollege. This project is relevant to institutions seeking to improve the retention of students intheir engineering programs.Background:First generation college students are defined as students whose parents completed only a highschool diploma or equivalent. Some researchers include in this classification those studentswhose parents
to Apply the concept of logarithmic decrement to extract the spring and damping constants from a given transient response, Generate frequency spectra and use them as the primary guidance to design a vibration system, Perform Fourier series expansion on a periodic square wave disturbance and interpret the impact of the harmonic components on the vibrating system, and Communicate effectively with a range of audience by writing a formal technical report.EML Objectives © American Society for Engineering Education, 2023 2 2023 ASEE Southeastern Section Conference CuriosityA history of airplane starting from the first flight in
us to conduct research “with” and not “on”another, situating the Other as equals not to change the other but to change self [18].MethodsAnuli and Glory discovered that they had similar interests at an online conference and thereafterthe idea of writing a duoethnography emerged, they then invited Kelly to join the team, and webecame a trio-ethnography. Our research process started in July 2022 when we participated in a 5-week workshop where we worked with mentors to refine our research plan. Thereafter, we metevery Monday for an hour over 6 months to execute our study. Collaboration tools utilized wereZoom, Google Drive, WhatsApp, and emails. After our interview questions were drafted to guideour dialogue, we emailed them to a faculty member
demonstratedto improve collegiate graduates’ entry-level starting salaries, level of initial position, and jobresponsibilities [10] [11] [12]. The authors discuss the importance of experiential experiences inthe formation of professionalism in RS students [13]. To establish a reflective element withineach RS student experience, each fall the students come together for a one-hour seminar to talkand write about their journey and to continue learning about methods of growing their supportweb with university professors and staff [14].The RS students selected for this program implementation were typically residential applicantsof a low-socioeconomic status (SES) and that selected an under-represented minorityrace/ethnicity in their database entry. There was
ASPIRES internship program has three levels targeting students atdifferent stages in their academic careers. The ASPIRES Summer Group Research InternshipProgram is the second level ten-week program for sophomore students who have no previousresearch experience and have at least one more year of courses to complete at Cañada Collegebefore transferring to a four-year university. In addition to allowing students to participate in theprogram as part-time interns, the group setting wherein students work with their peers and facultythey know will give students the supportive learning environment needed to succeed in their firstinternship experience. A collaborative learning environment has been shown to positively impactminority students—improving
development and expanding awareness of opportunities. All of these activities have fostered a tight-knit learn- ing community and provided ample opportunities for peer mentoring and networking with alumnae. Because we focus on recruiting first-year students and retaining them through graduation, the program has grown from nine freshmen in the first year to over forty students now who range from fresh- men to seniors. Our recruitment efforts have become more successful as the program has grown which we attribute to the active involve- ment of current students in recruiting and a record of the programs accomplishments. Retention is higher than expected; moreover, re- tention rates are increasing. Students are excelling academically and
preparation for engineering courseworkand help them to develop a community of peers that can support each otherboth socially and academically in their transition to college. You might also have afurther layer of DEI-focused intention built into your program. Because there’sfrequently a strong correlation between race and first gen status, it could be thatyou’re also intending to improve diversity in engineering by providing a strongstart for students from racially/ethnically minoritized groups. If that’s the case,racial equity in the effect of the program might also be identified as an importantoutcome. A logic model provides a quick reference for charting theseconnections between a program’s activities and its intended outcomes
to fail. This encourages English learners to take risks linguistically and engage more actively with their peers. (Environment: fail & risks) 4) Engineering allows students to experience success in ways that are not contingent on language fluency. For example, children can explore properties of materials, test their designs and make improvements based on testing data, without having language fluency. (Success w/o English fluency) 5) Engineering provides opportunities for English learners to engage in non-verbal communication in the form of writing, drawing, and gesturing. This allows students, who may not be able to articulate what they are thinking verbally, to participate. (Participation
. Additionally, we noted that assignments and projects alsosupported connections to community members (often through the use of guest speakers or eveninternships) and connections to future employers (again through the use of guest speakers andinternships). Furthermore, in the high school curricula, there was a strong focus on developingcommunication skills (through both written and oral presentations), developing collaborationskills (through many group projects and peer evaluation opportunities), and also a connection todigital literacy. In fact, entrepreneurship education programs at the high school level were oftenlinked (in both advertising materials provided by the schools as well as in language form syllabi)to 21st Century Skills development
intentions and destinations vary by students’ gender andrace/ethnicity? We examine students’ career pathways in other majors to contextualize patterns.Data come from the longitudinal, NSF-funded Engineering Majors Survey (EMS). The firstwave of EMS (EMS 1.0) was administered at a nationally representative sample of 27 U.S.engineering schools in 2015. A second wave was administered to 1.0 respondents in 2016, and athird wave, in 2017. Our baseline sample is maximally composed of 87 1.0 respondents whomarked that they were environmental engineering majors, 695 respondents marking civilengineering majors (our “peer” major), and 6,408 respondents majoring in other engineeringfields. Our longitudinal sample is smaller, requiring more of a detailed
program (NSF IUSE), three community colleges fromNorthern California collaborated to increase the availability and accessibility of theengineering curriculum by developing resources and teaching strategies to enable small-to-medium community college engineering programs to support a comprehensive set oflower-division engineering courses that are delivered either completely online, or withlimited face-to-face interactions. This paper focuses on the development and testing ofthe teaching and learning resources for Introduction to Engineering, a three-unit course(two units of lecture and one unit of lab). The course has special significance as agateway course for students who without the role models that their middle class peers sooften have readily