AC 2012-5477: PORTFOLIOS TO PROFESSORIATE: HELPING STUDENTSINTEGRATE PROFESSIONAL IDENTITIES THROUGH EPORTFOLIOSDr. Lisa D. McNair, Virginia Tech Lisa McNair is an Associate Professor in the Department of Engineering Education at Virginia Tech, where she also serves as Assistant Department Head for Graduate Programs and co-directs the Virginia Tech Engineering Communication Center. Her research includes interdisciplinary collaboration, com- munication studies, identity theory, and reflective practice. Projects supported by the National Science Foundation include: interdisciplinary pedagogy for pervasive computing design; writing across the cur- riculum in statics courses; a a CAREER award to explore the use of e
and revision of the standard engineering curricula and practices. The main objectives of the paper will be to explore this practical question: “How can instructors and administrators gradually make the fundamental changes needed to move the courses and curricular structures of engineering programs to match the Deweyan (inquiry-‐based) educational philosophy?” [1-‐4] Engineering-‐program reform would have a better chance of success if in gradual, progressive steps engineering faculty come to reflect on their underlying educational value systems and belief structures in the context of their specific pedagogic practices. Thus, this paper attempts
from varying academic levels, first-year to finalyear. Students are required to complete weekly reflections which were analyzed to attain insightinto their experience. The study provides insights into how the students attempt to balance theirown learning, project implementation, and community relations and impact while developingsoftware solutions.Introduction Service-learning or community-engaged learning has seen a significant and growing interestwithin engineering and computing education as a means to meet learning outcomes, integrateprofessional preparation into the curriculum, and address human and environmental needs withinour local and global communities. While engineering and computing have been slower than otherdisciplines to adopt
Paper ID #39783What If They Choose: Surfacing Insights Associated with a Pedagogy forDoctoral EducationDr. Jennifer A. Turns, University of Washington Dr. Jennifer Turns is a full professor in the Human Centered Design & Engineering Department in the College of Engineering at the University of Washington. Engineering education is her primary area of scholarship, and has been throughout her career. In her work, she currently focuses on the role of reflection in engineering student learning and the relationship of research and practice in engineering education. In recent years, she has been the co-director of the
currently interested in engineering design education, engineering education policy, and the philosophy of engineering education. c American Society for Engineering Education, 2016 A Philosophical Perspective on ABET's Proposed Changes to Criterion 3 and Criterion 5This paper critiques the proposed changes to the ABET criteria through the lens of thephilosophical system outlined in 20th Century Scottish philosopher John Macmurray’s GiffordLectures. Changes to ABET criteria reflect beliefs about the purpose of education, andphilosophy enables a dialog about underlying beliefs and assumptions; thus this analysis isintended to provoke discussion of alternate forms and processes of
the task9 .The willingness to engage in a task can be further classified into what Eccles has defined as subjectivetask values (STV). There are four categories of STV in Eccles’ theory: 1) attainment, 2) intrinsic, 3)utility, and 4) relative cost. Attainment value is defined as the reflection of one’s perception of a task onone’s self-concept. Intrinsic or interest value is related to the enjoyment one experiences when engagingin a task. Utility value is defined as a perception one has of the potential outcomes of future engagementin a particular task. Finally, the relative cost is the cost of engaging in a task in terms of time, effort orpsychological factors associated with it9,12 .Participants and data collectionThe participants in this
characteristics that a student brings to an educa- tional setting and their influence on students’ learning (ii) to study the role of culture inspired creative design projects on students’ sense-of-be- longing (iii) quantify students’ perceptions on the interventions and their reflections on culture in- spired creative design projects.In this study, students incorporate their cultural / cross-cultural influence on creative home-décorproducts at the conceptual stages of design through creative ideation, sketching, CAD and proto-typing. Students enhanced engagement and sense of belonging in learning engineering graphicsis assessed through pre and post-activity reflection and quality of students’ design
, collaborative in theirdecision-making, and humbly self-confident in their behaviors.The five-semester leadership program, commencing spring of sophomore year, is designed toprovide a cohort of students with a broader perspective of the world in which they will live andwork. Personal growth and self-improvement, rooted in reflection and dialogue, are thefoundation of the program. Engagement with industry professionals and development of self-awareness helps them discover a sense for how they will fit into this world, a deeper insight intotheir individual potential, and a specific view of how they want to begin their professionalcareers. Students earn a certificate in Holistic Leadership upon completion of the program.Students in the Zachry Leadership
) as an assessment tool for their Introduction toEngineering course sequence. While each year the ePortfolio assignments have expanded, theyhave been focused largely in three types of reflections: (1) student experiences within the collegebut outside of the course, (2) the skills gained specifically through course projects, and (3) theirfour year plan to be a successful engineering student as defined by the ABET a-k criteria.ePortfolio assignments were initially included to allow students to reflect on their education,develop evidence of their blossoming skills, and take control of their graduation plan. After thefirst year of practice, there was a clear secondary benefit to the faculty and student advisors.Anecdotally, student reflections
more junior faculty member, and Deepthi, a graduate student. Thetripartite mentoring relationship between us formed as part of a National Science FoundationResearch Initiation in Engineering Formation (NSF RIEF) project. We grounded our work in thecognitive apprenticeship model of mentoring and theory of social capital, asking the question:How do mentors and mentees perceive shared experiences? Over the course of 16 months, wecollected data in the form of reflective journal entries and transcripts from individual and jointinterviews, combining these with other documentation such as emails and text messages. Weanalyzed these data by identifying three critical incidents over the course of the relationship todate and comparing each of our
hubless bicycleFastCompany.com core77.comASEE - EDI March 30, 2016 What is Innovation? John Morrell Exhibit 2: The Money Maker Pump kickstart.orgASEE - EDI March 30, 2016 What is Innovation? John Morrell Exhibit 3: Segway HTASEE - EDI March 30, 2016 What is Innovation? John Morrell Engineering Innovation DesignASEE - EDI March 30, 2016 What is Innovation? John Morrell Decision Making Reflection Iteration
School of Mines24 has added anePortfolio component to their freshman program (~370 students) and University of TexasAustin25 has developed an ePortfolio system presently in use by more that 600 engineeringstudents.In this paper, we present an extensive study involving approximately 1250 engineering studentsengaged in the use of ePortfolios.Use of the ePortfolio at Virginia TechIn fall 2003, Virginia Tech began a university-wide pilot of an electronic portfolio system inresponse to a recognized need to support student reflection and the purposeful collection ofacademic work over time. Using software available through the Open Source PortfolioInitiative, a group of faculty, with the support of the university’s Educational Technologydivision, began
engineering and Russian language. She is also a registered Professional Engineer in Colorado.Dr. Michelle Soledad, Virginia Polytechnic Institute and State University Michelle Soledad, Ph.D. is a Collegiate Assistant Professor in the Department of Engineering Education at Virginia Tech. Her research and service interests include teaching and learning experiences in fun- damental engineering courses, faculty development and support initiatives – including programs for the future engineering professoriate, and leveraging institutional data to support reflective teaching practices. She has degrees in Electrical Engineering (B.S., M.Eng.) from the Ateneo de Davao University in Davao City, Philippines, where she previously held
Paper ID #39980Board 76: Work-in-Progress: Threshold Concepts in Capstone DesginElizabeth A. Debartolo, Rochester Institute of Technology (COE) Elizabeth A. DeBartolo, PhD, is the Director of the Multidisciplinary Senior Design Program at the Rochester Institute of Technology, where students from Biomedical, Computer, Electrical, Industrial, and Mechanical Engineering work together on multidisciplinary capstone projects.James Lucas Daly ©American Society for Engineering Education, 2023 Work-In-Progress: Written Reflection for Threshold Concepts in Capstone
biomedical engineering education in the future. Page 23.916.2 c American Society for Engineering Education, 2013 Muddiest Point Formative Feedback in Core Materials Classes with YouTube, Blackboard, Class Warm-ups, and Word CloudsAbstractCritical class reflections on “Muddiest Points”, i.e. the content students struggle to grasp most,provide formative feedback to an instructor who can strategize to adjust his/her teaching andpedagogy to address issues specific to a given class. In a Muddiest Point Reflection, an instructorsolicits from students a brief, anonymous written comment about
) cycle. Similarly, the process of improving faculty teaching competences can be explainedby following a PDCA cycle. The outcome-based program accreditation ABET led to theconsolidation of this improvement process in the School of Engineering and at the departmentallevel. Two academic departments participated in this consolidation effort, the Information andTelecommunication Technologies Department (ICT) and the Industrial Engineering Department(IND), which consists of 13 and 12 full-time faculty members, respectively.The faculty member reflection is as important as the students’ reflection that extends over timeafter the courses have ended [2]. This reflection process is critical to course assessment andimprovement in the quality of engineering
framework to guide and help students reflect on their thinking. InFall 2014, faculty sought to enhance and expand critical thinking instruction in the course byproviding students with more meaningful opportunities to apply the framework. Several writtenassignments for this course were crafted around the Grand Challenges. The purpose of theseassignments was two-fold. First, students would have meaningful opportunities to develop theircritical thinking skills by analyzing current engineering issues. Second, it was hoped thatstudents would gain an awareness of engineers’ roles in the global community by exposure to theGrand Challenges.Student written assignments were assessed for their demonstration of critical thinking ability andintegration of the
Session 2625 Design of an Inexpensive Optics Demonstration/Experimentation Kit for Middle School Edmund Tsang and Andrew Kline College of Engineering and Applied Sciences, Western Michigan UniversityAbstractAn inexpensive and user-friendly optics kit has been designed and a working prototype built formiddle-school teachers for demonstration and for middle-school students for experimentation inlight reflection, refraction, absorption, and transmission. The end product integrates thedisciplines of industrial design, engineering, engineering technology, and business, and
work on prior to the next meeting.Materials and MethodsOver the course of a semester, the WRITE-D participants are asked to complete four reflections:a week 1 reflection, a week 2/3 reflection, a mid-term reflection, and a final reflection. Thequestions from each of these reflections are included in the Appendix. The week 1 reflectionseeks to obtain a base level understanding of what each participant would like to learn or achievefrom their participation in the WRITE-D program. The week 1 reflections articulate thechallenges the participant faces as a writer, their personal writing goals and writing projects forthe semester, the help they need with their writing, and suggestions for speaker topics. The week1 reflection also obtains demographic
during an event designed to disrupt the educational enterprise [11]. TheCOVID-19 pandemic thus provides an opportunity to investigate dimensions of engineeringculture during a crisis, which can open new avenues for conversations about equity andaccessibility in engineering by identifying which aspects of culture are most and least amenableto change. In other words, disasters can help uncover ‘what really matters’ and potentially offer anew avenue for cultural change.This paper and its larger research project aim to capture student experiences and reflections, intheir own words, in order to understand how dimensions of engineering culture interacted withpractices in engineering education during COVID-19. This research project will then allow
phenomenon, we developed a community of practice where we shared our experiences and informed our practice through written reflections and weekly meetings. Using the Q3 qualitative research framework as a guide for establishing procedures, we combined elements from collaborative autoethnography and collaborative inquiry to narrate our experiences. We analyzed a subset of our first semester reflections to understand the challenges we faced in our new positions and support we received from our weekly meetings. We found the time management of teaching, research, and service to be overarching challenges. Additionally, the support from our weekly meetings
education within the U.S.As evidenced by these programs, sociotechnical thinking is gradually emerging as an importanttheme within engineering education. More faculty are seeking to implement these concepts intheir classrooms. In this paper, we therefore seek to share insight from our team’s experienceswith sociotechnical integrations and our perceptions of the impacts of these integrations on ourstudents, including how we can use our experiences for formative classroom purposes.This paper presents the results of a qualitative analysis of faculty reflection logs written by twoinstructors who implemented sociotechnical thinking in their classrooms. As has been argued byBrent and Felder, writing and thinking, as is required for these logs, provokes
; Inclusion. He is investigating university-community engagement as empow- erment settings and working to further the research agenda of the global community of practice within Diversity and Inclusion in Engineering Education. His research laboratory aims to support an inclu- sive, global pipeline of STEM talent and to unify the needs of the engineering education stakeholders in order for engineering education to more accurately reflect societal needs. Diversity and inclusion, univer- sity/community engagement, informal learning, action research, and student led initiatives fall within the scope of his academic endeavors. c American Society for Engineering Education, 2018 A pilot study
optical systems as well as their applicability for the detection offlow patterns. Experimental SystemA measurement system was developed and built for the measuring of flow patterns using opticalsystems (both hydraulic and electronic). The hydraulic system—shown in Figure 1—consists of avertical test tube, two optical measurement systems (reflective and passing), air pressure and flowmeters, and an air compressor. The electronic system consists of a computer-aided data acquisitionsystem (CADAS) and a prototyping board with a Wheatstone bridge, which is interfaced to NIELVIS using a digital oscilloscope. Experimental research was conducted using two differentoptical measurement systems (translucent and
Session 2625 Service-Learning in Capstone Design Projects: Emphasizing Reflection Patricia Brackin, J. Darrell Gibson Department of Mechanical Engineering Rose-Hulman Institute of TechnologyAbstractService-learning offers opportunities for students to help their community whiledemonstrating ABET EC 2000 criteria. This paper gives a brief introduction to servicelearning concepts and then focuses on methods to increase student reflectionIntroductionService learning projects are typically sponsored by a community partner and givestudents the opportunity to interact with
Paper ID #37749Low and High Performing First-Year Engineering Students’Learning and Metacognitive StrategiesKayla Ney Kayla Ney is a Master's student in Biological Systems Engineering at the University of Nebraska-Lincoln. While pursuing her degree in BSE conducting research in the Orthopedic and Neural Engineering (ONE) Lab, Kayla has been analyzing data and evaluating engineering student reflections and metacognitive abilities. Her interests include engineering design curricula, engineering education in the biomedical engineering space, and strategies to better equip engineering graduates with skills that
,unguided reflections on their performance, level of knowledge, skill, and understanding toimprove the effectiveness and quality of their learning. However, little is known about howstudents' reflections, motivation and self-directed learning are related within engineering context.In this study, data from the students' responses to surveys were analyzed to determine theassociation among the variables of interest. The calculated Pearson correlation coefficient fromthe data shows that self-assessment components of self-reflection, positive perception of self-assessment, and intrinsic motivation have strong significant correlations. Both motivationvariables of task value and control belief have a medium to high correlation with the self-assessment
retail stores andmanufacturing environment, where fluorescent lights are commonly used. Fluorescent lights areenergized with AC power at certain frequencies depending on their design and go through twocycles of ionization/de-ionization during each power cycle which makes them time varying RFreflectors. There is a possibility that the time varying component of the RFID signal reflected bythe fluorescent light may share the same spectrum as similar components originating from theRFID tags, when they are operating in backscatter mode. This dynamic reflection of RF signalsmay interfere with the operation of the reverse link of the RFID systemA research project was conducted within the Bloomsburg University electronics engineeringtechnology (EET
Speaker) Concept Sketches Engineering Project Management: Analysis 5 of Alternatives Engineering Project Management: Failure Report – Preliminary concept 6 Mode and Effect Analysis (FMEA) selection Engineering Ethics (case studies and guest Report – Final concept design and 7 speaker) project schedule 8 Mid-term Project Presentation Presentation – proof-of-concept 9 Professional Behavior (Guest Speaker) Reflection on ethical behavior 10 Professional
happensthrough reflection on experience. 1 Reflection is a meaning-making process, which moves the learner into a deeperunderstanding of experiences and links between the connections. The role of reflection is tomake meaning, linking experience with knowledge. In other words, for Dewey, learning happens Page 9.861.1 Proceedings of the 2004 American Society for Engineering Education Annual Conference & Exposition Copyright © 2004, American Society for Engineeringwhen students reflect on an activity. Educators should promote both the activity and thereflection process. Positive reflection is a community