,Scientific and Cultural Organization provided 14 learning outcomes for all levels of ESD whichlay the groundwork for several organizations’ and institutions’ learning objectives: Critical reflective thinking Understanding complexity/systemic thinking Futures thinking Planning and managing change Understanding inter-relationships across disciplines Applying learning in a variety of life-wide contexts Decision-making, including in uncertain situations Dealing with crises and risks Acting with responsibility locally and globally Ability to identify and clarify values Acting with respect for others Identifying stakeholders and their
patrons submitted. Figure 11. Fusion F400-S.43The summer months also gave library staff time to reflect on the first semester and a half ofoffering the 3D printing service. After careful consideration, the library believed it could domore marketing and expand the different types of workshops offered. The marketing expansionwas planned to take place in two phases. The first phase, during the fall 2016 semester, wouldinclude developing, printing and posting flyers (see Appendix B) around campus and offeringadditional workshops on new topics. The second phase, which began in the spring 2017 semesterincluded using social media to promote the service, promoting the service by telling the personalstories behind patrons
comparatively smaller classes (~15-20 students per class for the“Mechanics for Technologists” course and ~15-25 students per class for the “Metallic Materials”course). The MMET 207 lab size was held at a maximum of 16, regardless of semester offering,since this was restricted by physical lab space. It is conjectured that the different class sizes andthe resulting teacher-to-student ratio, and hence the individual attention that could be afforded toeach student could have had an impact on student perception of the topic/instructor and the classin general (and potentially performance) as well, as was reflected in the research. Further, theimpact of missing a class/day was much more significant in the case of the summer sessionoffering. Regular semester
awareness as well as major policy changes at the Government Level coupled with stricter application of RTI kind of mechanism – the future is for better. Diagram 8 below provides the comparison. Diagram- 8: Comparison of level of Ethics between Year 2015 & 2020 This optimistic view is also reflected in the CPI Ranking for the year 2016. The trend is in the direction of improvement and hence the optimism for year 2020 looks reasonable. Very Clean Highly Corrupt Countries Countries1,2,3,4 174,175,176
3-5 demonstrate exemplar student-produced schematics and photographs for (A) fast-acting valves, (B) muzzle velocity sensor circuits and hardware supports, and (C) velocity-corroborating backstops. We attribute the diversity in valve and backstop designs to ourintentional avoidance of prescribed designs, though some groups did follow through withprovided lecture material, as evidenced in the Supah-style9 valve implementation shown inFigure 3.Despite three sensor options provided for the muzzle velocity measurement circuits, groupsunanimously (14 groups of 14 total groups) chose infrared break-beam sensors as the definingelements of their myDAQ or Arduino Uno circuits, even despite prior use of the alternativelyoffered infrared reflectance
preferences for group work atthe board versus at tables on paper are illuminating. These show a strong majority of studentspreferring to work at the board, and noting the greater opportunity for collaboration that thismethod afforded.ConclusionThe value of group work at the board - for promoting collaboration, effectively reaching asolution with limited time, and learning something new – has been demonstrated here. However,it is important to take into account the diversity of student learning styles in a classroom, andpromote facilitation methods to engage, inspire, and accommodate the strengths of both activeand reflective learners (Felder and Silverman, 1988). While active group engagement is a centralgoal of the workshops, many students will gain
tests,students in MSE 440 use MATLAB to apply the analysis methods described in 6 and determinethe Johnson-Cook parameters for a Ti-Al-V alloy. Using these parameters, they then predict theyield strength of the alloy for a different set of experimental conditions.5. Impact of Curriculum ChangesSurveys administered in each course assessed students’ attitudes toward and reflections on thecomputational curriculum. Preliminary results derived from these surveys and an evaluation ofimpact on exam-based performance are discussed in 15;16 . Here, we describe new results obtainedfrom studying students’ perspectives on the computational curriculum and their owncomputational competency as they progressed through the undergraduate program.5.1. Students
support a topic using existing literature,develop a well-crafted research question, and design a clear research framework were alsoadded27.The students are encouraged to take the required three credit technology research course (TECH646) offered by the college during the same semester as Construction Research Fundamentals.TECH 646 prepares students to write and research using a standard university thesis format withan introduction to a variety of methodologies used in technology research. The group mentoringand peer reflection of the Construction Research Fundamentals course complements andsupports the mostly lecture activities of the college research course. Table 2 shows the basicoutline of the Construction Research Fundamentals schedule. Table
of student innovations from the first two projectsdescribed in Table 1. The creative space for the first project was a vertical farming system. Within thisspace, students had the freedom to consider any system they wished that utilized vertical space (or tiers)and was consistent with the goal of increased growing productivity with less fresh water. The scale of theprojects emerging ranged from a system mounted to a door in an apartment, to an indoor/outdoor systemthat would meet 100% of the vegetable needs of a Midwest American family, to a mass scale vertical ricefarm, and an orange tree farm in California. The diversity displayed in the systems was also reflected inthe target markets, which ranged from apartment dwellers, to suburban
project area may have a significant impacton team effectiveness. We notice that project preferences may initially impact an individualstudent’s performance. For example, in cases where we might assign a student to a projectinvolving multidisciplinary participation, some students may find it difficult to appreciate theirparticular role on a project. We find that project preferences may be a factor during the initialweeks of the semester when students are becoming acquainted with a project, however, a studyof end-of-semester reflective memos indicates that as a project progresses, other factors, beyondinitial project preferences provide much of the motivation needed for team effectiveness andsuccess [15]. This transient motivation effect appears to
, project work, and a final exam.Weekly quizzes keep students aligned with course lecture topics. The project work is assessedthrough establishment of expectations for a certain amount of effort (hours and LOC) put forthtoward the project. Students are expected to put effort toward every phase (requirements, design,implementation, testing, and maintenance), and they are required to document their effort in adigital journal. Students also are required to write a final reflection that describes theircontributions to the project and learning outcomes. The journal and reflection information isrequired to be aligned with information posted on Slack, Trello, and the code repository.4. Project DescriptionMobile applications are an excellent project
based on standardized nomenclature be developed to structurediscussions about and comparisons between higher education makerspaces. The classification systemwould succinctly indicate the purpose of the space and include indices that reflect the space’saccessibility, population, physical size, and levels of staffing. By establishing a makerspaceclassification system, similar spaces could be more easily compared. Also, the collective practices,standards and equipment within each category of space would produce meaningful metrics to compareeach space to the norm of a classification group.Identifying and Sharing Best Practices in Higher Education MakingUnderstanding the origins of making helps explain the adoption of this form of learning in
to bring more faculty andstudents together to develop novel therapeutics that can be translated to the clinic. To trainstudents on current methods and research in drug delivery for academic or industrial careers, wehave developed a new course on drug delivery systems (DDS) for juniors, seniors and graduatestudents at the University of Pennsylvania.The course is taught by engineering and medical school faculty for students in engineering,chemistry, pharmacology and other biomedical science programs. The students enrolled in theclass reflect the range of expertise of engineers and scientists working on drug delivery projectsin academia and industry. Faculty and industrial speakers involved in drug delivery researchpresent lectures in their
(c) Taking something apart to see how it works 0.50 0.41 (α = 0.75) (h) Fixing things 0.57 0.49The correlation matrix (Table 2) of the retained factors shows moderate to largerelationships across nearly all the factors. All correlations are significant at the p≤0.001level. The weakest relationships are between Tinkering and Project Management, andCollaboration. The most correlated factors reflect the problems we saw in the crossloading from the EFA. Namely Design shares a correlation of 0.60 or higher with threefactors in the model.Table 2 Pearson’s correlation matrix of retained factors from EFAFactor 1) 2) 3) 4) 5) 6)1
, across their entire life span; (2) A great deal of science learning takes place outside school in informal environments, including everyday activity, designed spaces (such as museums), and programs (such as our museum internships); (3) Learning science in informal environments involves developing science related attitudes, emotions, and identities. Informal environments can be particularly important in this endeavor (The exhibit chosen for app development is of interest to the team); (4) Learning experiences are shaped by their cultural-historical backgrounds. This reflects a diversity of perspectives that should be recognized in designing science learning experiences (The exhibit’s content has a personal connection); (5
, and so on. The negative emotional vocabularies included tired, fatigue,boring, confused, nervous, agitated, regretful, inanimate, monotonous, whiny, exhausted, anda waste-of-time, among others.Using descriptive indexes (frequency, percentage), the positive emotional words and negativeemotional words were analyzed. With the frequency as the ordinate, practice time as abscissa,emotion changing curves have been drawn.The interview method was adopted to deeply and thoroughly study the causes of students’emotional changes. After reading and analyzing all the emotional words, this paper arrangedthe interviews on the emotional fluctuations that were reflected by the curves and thedifference between the two teams; with one teacher from every practice
, and investigate (level 3); as well as the abilities to analyze,synthesize, design, and create (level 4). Moreover, Darling-Hammond et al. state that “ifassessments are to reflect and encourage transferable abilities, a substantial majority of the itemsand tasks (at least two-thirds) should tap conceptual knowledge and abilities (level 2, 3, or 4 inthe DOK taxonomy)” (p. 5).7Assessment for LearningThe focus of the framework we have developed is on student learning. Often assessment in theclassroom is equated with exams, quizzes, and grades rather than emphasizing ways thatassessment can be useful in support of teaching and student learning. Moreover, adding to theconfusion, in higher education the term assessment has many disparate uses
the work ofAbrami, Poulsen, and Chambers23 who developed the cooperative learning implementationquestionnaire (CLIQ) to assess relationships between K-12 teacher dispositions and use ofcooperative learning.VECTERS additionally contains questions to collect respondents’ demographic information aswell as general information about the courses respondents are reflecting upon. Instructorinformation includes information such as gender, ethnicity, and years of experience. Courseinformation includes items to indicate the course-level (100 to 400), whether the course isrequired, and the number of students typically enrolled. MethodSampleAn invitation to complete the survey was sent to 19 of the 20 largest
Spring forces, Hooke’s law Estimation of spring constantpromote inquiry and discussion. Students worked in groups of 4 (Figure 6) to think about thequestions they were being asked, carried out experiments to answer the questions, and thenshared what they learned with the class. In one of the Modules, for example, students were askedto record a slow motion video (using a phone app) of a falling tennis ball. Then, the groups wereasked to use data from the slow motion video to plot position vs time for the tennis ball in biggraphing posters placed on the walls around the room (Figure 6). After students had developedthe plots, we regrouped and started a reflective discussion. Students were posed with questionssuch as: can we determine if the
researchersthat still sustain that ethical teaching and learning is assessable5. According to Self and Ellison(1998), one way to verify ethical learning is the Defining Issues Test (DIT)7. This test is aquantitative instrument that has been widely used to evaluate moral development. Another formof evaluation that differs from quantitative questionnaires is the one suggested by Shuman et al.(2004). He provided a guideline for evaluating the responses to analysis of a case study6. Thisapproach has prevailed along with reflective essays, besides other emerging methods used toaccountability on ethical understanding and multiperspective thinking5. From an institutional perspective, Finelli et al. (2012) presented the results of a study ofstudents
outlet for showing what they know about the challenge. It can serve as a baseline or pre-assessment. 3.Multiple Perspectives - provide insights on the challenge. These statements or comments from experts do not provide a solution but should help the students see the many dimensions to the challenge. 4.Research and Revise - engages students in learning activities linked to the challenge. These can be readings, homework problems, simulations, or other activities. 5.Test Your Mettle - application of what students have learned and evaluation of what they need to know more about. This step helps students reflect on and synthesize what they know. 6.Go Public - provides students an outlet to demonstrate what they know at the
relationship to the hypothesis. Such a linkingperspective is consistent with the prevailing norm in publication practice that a community collegecan still web-access a published abstract with the cited reference information when the contentaccess is denied due to subscription fee issue. A student writing would link the cited facts in theintroduction section and information in the reference section when discussing the results of theanalysis. A successful linking would reflect the student’s judgment in data interpretation. Thisexperience is no other than the development of critical thinking when Wikipedia explains criticalthinking as the linking of facts and information with judgment. The Money Magazine survey alsoput critical thinking as a high valued
supported by the Engineering Information Foundation under Award No.EiF15.09. Any opinions, findings, and conclusions or recommendations expressed in this paperare those of the authors and do not necessarily reflect the views of the Engineering InformationFoundation.Authors:Dr. Marietta Scanlon holds a BS in Chemical Engineering from Tufts University, an SM inMetallurgy from MIT, and a PhD in Materials Science and Engineering from The Johns HopkinsUniversity. She is a Lecturer of Engineering in the Division of Engineering, Business andComputing at Penn State University, Berks Campus and serves as co-director of the FiERCEprogram. Her interests include 3D printing technologies as well as STEM education andoutreach and innovative teaching delivery
Conf. Ser. 1183, 201–211 (2009) http://aip.scitation.org/doi/abs/10.1063/1.326677710. Stanford Solar Center. Magnetism on the Sun: Magnetic Reconnection- Reconnecting Rubber Bands http://solar-center.stanford.edu/magnetism/magnetismsun.html11 Ottaway K, Murrant C, Ritchie K. Cheating after the test: who does it and how often? Adv Physiol Educ. 2017 Sep 1;41(3):368-374. https://www.ncbi.nlm.nih.gov/pubmed/2867957412 Stanford Encyclopedia of Philosophy. Philosophy for Children. “What is meant by ‘critical thinking’? Characterizations range in complexity from Robert Ennis's admirably brief, “reasonable reflective thinking that is focused on deciding what to believe or do” (Ennis 1987) to a complex statement by
, felix.martinez@up.edu.mxAbstract - The a-k outcomes established by Accreditation All Engineering programs have shared Mathematics andBoard for Engineering and Technology (ABET) for Basic Sciences subjects such as: Differential Calculus,Engineering students in their self-assessment framework, Integral Calculus, Algebra, Vector Calculus, Differentialshould be reflected in the different subjects that taught to Equations, Electricity and Magnetism, Physics, Chemistrythe students of the first two years of the various and other courses of academic areas of humanities andengineering programs. On the other hand, in those first businesses.semesters, the vocation of the students
) (10 Minutes) opinions expressed in this project are those of the authors, and do not necessarily reflect the National ScienceWorkshop presenters will discuss the challenges and Foundation's views. The authors would also like toopportunities associated with SLA course implementation, acknowledge the contributions of Dr. Li Ding, Ms. Caroline,upcoming steps in project development, and Liron, and Dr. Matthew Verleger, who assisted in conductingrecommendations for future SLA course integration. the project in their classes, Dr. James Pembridge, who offeredV. Project Materials (20 Minutes
2000” Technical Communication Quarterly, 10(2), 2001, pp. 149-soft skill information would have been better served earlier 167.in their engineering coursework, and that they did not see a [12] Burrows, A. C., & Harkness, S. S. “Experiencing action evaluation’sreason for it so late in the graduation requirements. The first cyclic process: partnering conflict, reflection, andauthor was discouraged that the student group did not make action” Educational Action Research, 24(4), 2016, pp. 460-478.a connection with future engineering positions and projects
to the national“going rate” of 28 would have several implications, mostlywhich would have consequences for enrollment numbers.However, to reflect current issues of many students havingto repeat Calculus I in their second semester of theirfreshman year, because they received a D, F grade or theyvoluntarily withdrew (W) during their first semester, thisseems to be the first step in solving the problem. Conceptsof mathematics and engineering are not easy to comprehendand the standards of engineering professional societies donot bend based on which school the engineering studentgraduated from. It would be interesting to continue thisstudy after making such curriculum change and comparingthe before and after.The author would like to thank the
present their OME presentation only using the Biographyat North Carolina State University has been used to help the option and comparing those students' recall and awareness ofstudents improve the effectiveness of their study time. [7] engineers to that of a control group of students who wereStudents take an online assessment that is evaluated and gives assigned the OME presentation in its original format with alla score on four different learning scales, visual/verbal, four options. The authors found that there was an increase insequential/global, active/reflective, sensing/intuitive. Felder awareness of famous engineers, however the students had aincludes numerous practical suggestions for how to adjust
ETM program must take and pass as a requisite for subsequent ETMcourses. The class is taught online and is approximately 50% Microsoft Excel, 40% Access, and10% other Microsoft Office products, including PowerPoint and Visio. Database skills arenecessary for subsequent courses taught in detail using Microsoft Structured Query Language(SQL). Access® introduces the students to tables, keys, relationships, and queries which are usedin the subsequent classes.The main motivation for developing the grader was to provide detailed, timely, and objectivefeedback on a high volume of gradable material to students in a large online class. Thepromptness of the feedback was crucial, as it allowed students to reflect on their errors, takecorrective actions