Implementation of a Hybrid Teaching Environment for a Traffic Engineering Course Mena Souliman, Ph.D. Assistant Professor University of Texas at Tyler Department of Civil Engineering, 3900 University Blvd. RBS 1008, Tyler, TX 75799 E-mail: msouliman@uttyler.edu Abstract students, especially dependent learners, are less self- Students learn in different styles. They learn via hearing regulated and need persistent direction and guidance fromand visualizing. They can also reflect and act
their weekly homework assignment, students completed a memo responding to severalprompts that required them to use information from and reflect on their experience. Theydescribed the process their TV would go through at the center and after that. In response to theprompt “What stood out to you about your time at the USD Electronics Recycling Center?Describe how this learning can impact you both personally and professionally as a futureengineer,” about half of the students commented that what stood out to them was the largeamount of electronic waste generated in the USA. Several mentioned that they had never been tosuch a center and never considered “what has happened to all of my old electronics.”Some found it inspirational that students from
each day.Participants & the Class Portrait ProjectFifteen students, ages 14 to 16, at a public high school participated in the maker club – 7 boys, 7girls, and 1 gender non-binary. The club demographics reflected those of the school as a whole –5 African-American, 3 Latinx, 3 White, and 4 multiracial. Most students were from low tomiddle income families. In this paper, we focus on the work of one group, in which there werethree young women -- Casey, Deonne and B -- and one young man -- B’s brother Isaiah.Three members of the group – Casey, Deonne, and Bi – shared a homeroom, and decided tocreate a light-up Class Portrait. The portrait as initially envisioned would include a photo of allstudents in the class and use LEDs embedded in the
thisstudent was excited to conduct research on bottled water and share with the local community.Another student reflected on the pros and cons of the project with, “I was expecting just astandard lab class, where we perform experiments and write reports, but I was really glad to havehands-on experience on an environmental issue happening in our county. I thought the classproject would be more structured, but turned out to be more loose than what I would havepreferred.”The outlier was clearly the student who engaged with the David Tippin Water TreatmentFacility. That student talked about how the conversations for the project led to an interview foranother internship. The added benefits of engaging with the community and professionals wasclear. While
students’preferred learning styles, accommodation of such learning styles through different teachingapproaches, and finally the assessment of the student learning (Driscoll & Garcia, 2000).In order to better assess and accordingly accommodate student learning styles, researcherscategorized students’ learning styles in different ways usually on a bipolar continuum followingthe underlying fundamentals of learning: (1) processing of information: perception(sensing/intuitive), (2) input modality (visual/verbal), (3) organization (induction/deduction), (4)processing (sequential/global), and (5) understanding (active/reflective) (Driscoll & Garcia, 2000).Many assessment tools/surveys were developed to determine students’ learning styles that vary intheir
-2018 academic year, ACRP newlyincluded enhancing sustainability and resilience of airports as a topic in the challenge area ofairport operations and maintenance, and in the challenge area of airport environmentalinteractions [4]. The 2018-2019 design guidelines include these two topics as well [4]. However,the motivations for 2013 to 2017 winning teams to include sustainability in their designproposals have not been investigated. Because one of the evaluation criteria for this competitionis interaction with industry (12 out of 122 points), these motivations may reflect the demand ofairport industry for including sustainability or may reflect the inclusion of sustainability intodesign courses as recommended by ASEE.Student teams at U.S
each stage of an additive innovationcycle influences faculty practices and intentions related to pedagogical risk-taking.In this study, we engaged a cohort of non-tenure line instructors in a range of pedagogicalinterventions (named the Pedagogical Ninjas program) that spanned one semester following thedesign principles of the additive innovation cycle. We intentionally chose to focus on thispopulation to create a close-knit, coherent community of uniform rank and shared perspective onthe importance of teaching. Data was collected from each faculty participant, in the form of theartifacts they created, surveys, and reflective interviews. In this paper, we present details abouteach stage of the additive innovation cycle, including its
working on the homework exercises. Promote lifelong learning – One part of the first Basic PLC laboratory exercise – construct the logic to make two lamps to alternately flash at a given period – requires the student groups to think. No solution is given to them and it is not covered in the prior course lectures, though the lab teaching assistant will help them to figure out the solution. In addition, at the end of each laboratory exercise, the students ask a series of reflection questions to help them evaluate their performance and what they could do better.All of these courses were initiated in response to industry demand. In the 1980’s, AT&Tsponsored a project to develop manufacturing-related courses
learning.Lastly, discussions between Kerestes and Dolloff have led to the feeling that it is difficult todeliver and assess assignments based on smart grid technology. Many of the technologies arenot yet commercialized nor have even been realized. Therefore, a good component to add tothe course would be in-class discussions based on new and emerging smart grid technologies.Kerestes would assign either readings or videos on new distribution-level smart gridtechnologies and have a discussion on them in class. Based on this discussion, students wouldbe assigned to write reflective papers for assessment. In these reflections, student would haveto consider ethics, sustainability, economics and global impact. This would drive continuousimprovement of the
methodology [14], [15] to determine the kinds ofpathways AM programs in rural Northwest Florida community and state colleges enabled fortheir students. We conducted a detailed AM program origin story analysis of five AM programcases.Participants. Figure 1 shows an outline of this case study program design and details.Figure 1. AM programs reflected in the study’s casesThe cases illustrated in Figure 1 reflect both one community college and four state college AMprograms located within Northwest Florida. The historical and political context is important tobriefly review when considering the institutional profiles of community and state colleges in thestate of Florida. The four state colleges each historically originated as a community collegebefore
course is to spread the more experienced studentsbetween teams. In this way, those more experienced students can help the less experiencedlearn. Figure 2 shows the flow diagram and specifications for the team projects. Students areintroduced to the project in Week 3 or 4 and challenged to think of a problem or goal statementfor a project. In this short exercise, students consider the project specifications (see Fig. 2. right)and project categories such as “Tools and Fixtures”, “3D Model or Visualization” and “HelpingOthers”. Students also reflect on their own interests and their experience so far in the course asthey think of a problem or goal statement. Further, several examples are provided to help themunderstand the elements of a well
response was robust (N=632, 85.4% of total population) and reflected classdemographics. Females demonstrated lower mean self-efficacy scores in engineering applicationand tinkering (Table 1a). Both URMs and first-generation students showed slightly lower meanself-confidence in math and science skills (Tables 1b and 1c). Intersectionality of race andgender was examined; and URM females showed marginally lower mean self-efficacy thanURM males in tinkering tasks, when controlling for both demographic factors (femaleURM=3.3, male URM=3.6, αinteraction=.007). International students demonstrated significantlyless professional/interpersonal and problem solving self-confidence (Table 1d).DiscussionTaken together, these results suggest that there are
two different perspectives. On one hand, self-assessment is a process of enabling students to: become “more critical and perceptive” in theirlearning, make personal judgments on their learning outcomes and academic activities, andexperience “holistic development” [13], [14], [15], [16]. Goal-setting activities and self-reflection performance are part of an overall process where the ultimate goal is to “grow oneself”and fuel future learning needs by examining individual performance, monitoring and evaluatingthinking and behavior, and finding strategic ways to improve understanding [5], [17], [18], [19].Self-assessment can also be specifically viewed as the ability of a student to reliably evaluateone’s own work and to complete tasks such as
subservience noted from either side. Projects of an altruisticnature like this one have been shown to be heavily valued by females on design teams.18In the early years, the best assessment tool was a 1-page free-form reflection that each studentwrote at semester’s end. Each student also kept a daily log and the group prepared a final reportthat included a particular tables field product manual. Almost all wrote that 1) they learned a lotof new hands-on skills and how to read schematics; 2) they had a different view of those withdisability; 3) they liked working on a real problem and doing so as a team; and 4) a good numbersaid that it was the best class that they took at the university (the last comment makes me wonderwhere the joy resides in other
output a graph that users canread. The components are connected as shown in Figure 1. Asblood flows through the finger, the light reflected off the fingervaries, changing the resistance of the photoresistor. TheArduino then reads an analog voltage from the circuit anddisplays it to a graph (Figure 2). This allows students tovisualize blood moving through the finger, a mechanical way tomeasure cardiovascular activity. During their design process,the students were encouraged to “think like an engineer” andstrive to make a device that was accurate in differentenvironments, easy to use, and comfortable for the patient. Theyalso were able to think fundamentally about how pulse meters inthe medical industry work and what sorts of things
Research question 2 asked about faculty members’ experiences with, or perceptions of, the new systemof teaching evaluation, including the self-report TPI, COPUS observation, and teaching profile analysisdiscussed in their exit interviews. The thematic analysis of participants final in-depth interviews revealedthemes within the categories of their perceptions on the benefits, challenges, potential barriers toadoption, and recommendation for future implementation. Themes that emerged included: Benefits. When asked to reflect on the benefits of the new system for evaluating teaching effectiveness,participants identified four primary themes: reflection, unbiased, systematic, and non-threatening. First, participants articulated an appreciation for
points, first prior to the start of fall semester before taking any engineeringcourses (Time 1). They were surveyed again at the close of fall semester, their first semester inthe engineering program (Time 2). Students were provided time during summer orientation aswell as class time to complete each survey. In total, 2315 participants completed the engineeringidentity measure at Time 1 (n = 1,900) and Time 2 (n = 1083). To assess students’ persistence inengineering, retention information was obtained at the beginning of their second year, and thisinformation reflected their major status at the end of the previous academic year (Time 3).MeasuresA five-item measure of engineering identity utilized in this study was developed and validated asa
within the biomedical engineering discipline.At this stage, oral and written feedback from student regarding the sprint process to explore BMEwas the focus. Based on this feedback a more formal assessment of how the course impacts thestudent’s interest is needed. The main goal of the course is to help students realize the potential areasthat their engineering degrees could be used. To work towards the impact of the course and obtainstatistical assessment, a survey will be developed following based on an intrinsic MotivationInventory (IMI). Questions will be created that ask the students to reflect on how each emphasis areahas impacted their interest on the topics discussed. Questions pertaining to whether they knew theemphasis area existed
within a specific discipline. No matter which instrumentresearchers have adopted, measures of the multidimensional framework have been problematicin terms of validity and reliability. For example, some of the theoretical factors were notidentified in some studies [8], [9], and some researchers have found the factor structures are hardto duplicate in replicated studies [10]. Therefore, existing instruments may be inadequate to capture the representations ofengineering students’ domain-specific epistemic beliefs. The first explanation of theseassessment-issues is the predefined meanings within the questionnaires [11]. Although one mayargue that the theorized meanings reflect the overarching framework of key components ofepistemic beliefs
educational experiences from an MI viewpoint. This includesan assessment of the current status of MI presence in the undergraduate engineering curriculumand the extent to which it should be.MethodologyA total of 210 senior engineering students have participated in the study, of which 85.3% were inthe 18 – 25 year age group and 66.2% were male. Seniors were selected since the study focuseson undergraduate education and seniors would presumably be in the best position to reflect ontheir educational experiences from initial entry into engineering up to the final undergraduateyear. A Qualtrics survey instrument was developed that probed: 1) self-perception of the extentto which the student had any characteristics of each MI; 2) the student’s perception
. Anagnos, A. Lyman-Hold, C. Marin-Artieda, and E. Momsen, “Impact of engineering ambassador programs on student development.” Journal of STEM Education: Innovations and Research 15 (3), 14-20. 2014.3. C.R. Smaill, “The implementation and evaluation of a university-based outreach laboratory program in electrical engineering.” IEEE Transactions on Education 53 (1), 12-17, 2010.4. L. Nadelson and J. Callaghan, “A comparison of two engineering outreach programs for adolescents,” Journal of STEM Education 12 (1), 43-54, 2011.5. J.R. Amos and M-C. Brunet, Pre-post assessment in a speaking communications course and the importance of reflection in student development of speaking skills, ASEE Conference and Exposition, June 25-28
Paper ID #28116Board 8: Engineering Management Division: Implementing Lean Practicesin an Academic Department: A Case StudyProf. Byron G. Garry, South Dakota State University BYRON GARRY is Associate Professor and Undergraduate Program Coordinator in the Department of Construction & Operations Management in the Jerome J. Lohr College of Engineering at South Dakota State University. He has been a member of ASEE since 1998. As SDSU ASEE Campus Rep., his goal is to help fellow College of Engineering faculty to be reflective teachers. c American Society for Engineering Education, 2019
rubric Technical Writing I rate my writing skills before and after each lab [1-5] Ability My writing skills are reflected by my report grade The report grading across each lab course was consistent My grades and writing skills improved with each submission Self-Efficacy I feel more confident to write a technical lab report I believe I can write a technical lab report without a rubric How many iterations of the writing cycle are required for you to feel confident in writing a technical lab report? [1-4] I feel
need be remedied. Ultimately, these findings illuminate and help prioritizethe human, financial, and physical resources dedicated towards supporting all transfer students inengineering.AcknowledgementsThis material is based upon work supported by the National Science Foundation EngineeringEducation and Centers under Grant Number DUE-1644138. Any opinions, findings, andconclusions or recommendations expressed in this material are those of the author(s) and do notnecessarily reflect the views of the National Science Foundation.
, collaborative, Employ various group Utilize learning exercises, and reflective activities to activities throughout lectures small projects, and group lectures discussions in lecture Purpose Engage students Engage students Engage students Support active and social Support active learning Support active and social learning Encourage attendance learning Example(s) Create a jigsaw activity for a Split class into sections, each Flip classroom challenging class topic working on
academic year he spent a sabbatical in the Department of Engineering Education at Virginia Tech. Since then, his professional development has focused on researching and promoting metacognition, self- regulated learning, and reflection in engineering education among students and faculty. Dr. Cunningham is a PI on one NSF-funded research study, led Rose-Hulman’s participation in the Consortium to Promote Reflection in Engineering Education (CPREE), and is a regular contributor to the Improve with Metacog- nition blog. In May of 2018, Dr. Cunningham received the Rose-Hulman Board of Trustee’s Outstanding Scholar Award. c American Society for Engineering Education, 2019 Benchmarking
for thisstage will come from snowball sampling methods, because non-completers are an invisible andsensitive population. Either quantitative or qualitative differences (or similarities) between the twogroups (current students vs non-completers) will be fascinating with respect to the graduateengineering socialization process in which writing is an invisible competency.AcknowledgementsThis material is based upon work supported by the National Science Foundation under Grant1733594. 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. References[1] Council of Graduate
Using misgendering as a tactic for harassment and bullying by those Can risk outing who have discriminatory beliefs. 21Trans ExperiencesClimate for Trans IndividualsTrans-supportive Policies and ProceduresClimate Climate is reflected in: Chilly Climate structures, policies, and An environment that practices; dampens individuals’ self
undergraduate science andengineering students for a total of 16 participants. For the first round, the focus groups wereaimed at identifying high-level issues with the survey (i.e., the applicability of the questions andstudents’ initial reactions to the instrument). Questions aimed at the participants in the focusgroup ranged from reflecting about the different experiences of student support, whether thoseexperiences were captured in the instrument and identifying any student support experiences thatwere not represented among available answers. Additionally, participants were asked to lookcarefully at how the questions are constructed and the wording used in the instrument. Thestudents described how they interpreted questions and gave suggestions to
Departmental Presentations Question and Answer Session with Students and/or Faculty from each Engineering Department Engineering Ethics Case Study Discussions in Small Groups Introduction to Design Small Group Project Work and Student Presentations Reflection and Going Forward Individual Semester ReflectionsThe intent of the COE course designers was that each section of the class contain students from amixture of disciplines. It was even hoped that students could be grouped by extra-curricularinterests, e.g., soccer, Anime. The DSS cohorted students into Learning Communities (LC)which meant scheduling the same 25 students in 3 classes together, with one of these LC classesbeing within