game and 10for DZ-Man game) in all the cases. The significance levels are 0.0051 for 2014 DZ-Man data,0.0006 for 2015 DZ-Man data, and 0.0006 for 2015 Angry Curves data. This means the increasesof students’ understanding on the targeted concepts (reflected by the quiz scores) are statisticallysignificant. a) 2014 DZ-Man data b) 2015 DZ-Man data c) 2015 Angry Curves data Figure 7. Matched Pairs T-Tests for Different Experiments Pre/Post Scores4. Beyond the CampusAt this stage of the project, we allow users from all over the world to have access to the games.This means the users of the games will no longer be limited within campus. The players’ datawill still be collected for further research purpose. The paper
products for each session. In order to ensure apositive learning environment, STEM undergraduate and graduate students served as classroomassistants and mentors to program participants. In the summer, the mentors were on campus fortwo weeks before participants arrived, to learn how to use software tools and create a PowerPointdeck (with reflection questions) about black and Hispanic inventors. The mentors also learnedabout behavior characteristics of middle school boys and how to create a supportive interaction.They also received training from CARES Mentoring Movement, an organization dedicated tohealing African-American communities through mentoring.Academic Year ProgramDuring the academic year, activities were converted from semester-long to
practice of engineering requires the application of science, mathematics, and engineeringMathematics Knowledge (SEM) knowledge and engineering education at the K-12 level should emphasize this interdisciplinary nature. Students should be independent and reflective thinkers capable of seeking out new knowledge andEngineering Thinking (EThink) learning from failure when problems arise. Conceptions of Engineers and K-12 students not only need to participate in an engineering process, but understand what an engineer Engineering (CEE) does.Engineering Tools, Techniques, Students studying engineering need to become familiar and proficient in the processes, techniques
to students and pointed out, “it would have been good to see more interrogating of student ideas and less noting.” Formative assessment also influenced the game’s design because it provides teachers opportunities to metacognitively examine their ideas and goals, helps students reflect on their learning, and develop the agency of other students as instructional actors (e.g., through peer to peer learning) [7][8] . Teachers Students 1. The game sparks conversations that allow for a focused
, and data analysis of those focusgroups—and mixing results with the quantitative data—are ongoing. Thus far, early findingshave been disseminated at multiple conferences. 10,11,12,13,14AcknowledgementsThis material is based upon work supported by the National Science Foundation under Grant No.1428502. 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.References1 Laanan, F. S., Starobin, S. S., & Eggleston, L. E. (2010). Adjustment of community college students at a four-year university: Role and relevance of transfer student capital for student retention. Journal of College Student Retention
, from merely understanding, to reflection, creation, and evaluation. Boardgames and role-playing games are formats that create community; students interact with oneanother over intellectual, enjoyable, and memorable shared experiences. When the co-authorsplay board games in their classrooms, they note 100% of students in class that day engage ingame play – anecdotally, this activity seems to engage more students than other types of activelearning strategies. And finally, board games and role-playing games are an ideal format becauseany faculty or student can easily modify them. This poster presents our project results to date andprovides recommendations and resources to adopt game design in civil engineering andconstruction courses
represents either adeep-rooted misconception or misunderstanding, or an unwillingness to use the coin distributionmethod as a reflection of one's uncertainty in knowing the answer. In either case, these studentresponses do not provide much more information than the traditional, deterministic approach foranswering multiple-choice questions. There is, however, a small population of students thatprovide some reasonable likelihood (>25 coins) that the correct answer could be correct, eventhough it was not the final selection. A threshold of 25 coins is used because that numberrepresents random selection of an answer. In other words, a student with no knowledge wouldtheoretically assign 25 coins to each one of four answer choices.Coin Distribution
3.60 1.00engineering design processHave students communicate solutions to a problem 2.60 3.60 1.00in oral formatHave students communicate solutions to a problem 1.80 2.80 1.00by formal presentationHave students reflect in a notebook or journal 1.80 3.00 1.20Have students develop a design portfolio 1.20 2.40 1.20Have students critique their own work 2.20 3.40 1.20Have students critique other students' work 1.80 3.00 1.20Have students rework solutions based on self or 1.40 3.40 2.00peer
skills needed for post-secondary coursework naturally reflect the demands of today’s information-based economy. So, those who master 21st-century skills like critical thinking, effective communicationand information literacy will be more likely to make a successful transition into universities, technicalschools and the workforce. Studies have found that up to 40 percent of students who enter U.S. collegesand technical schools need remedial coursework, which adds time and expense to their college education.Not surprisingly, these students are less likely to earn a degree or certificate than their better-preparedpeers, putting them at a significant disadvantage in the workforce.Solution: Solving real-world challengesTo build skills for success, we
helped toconfirm that they had learned from this lesson.Question 7: Using Teach Engineering was a good format for future lessons. Disagree (1-4) Neutral (5-6) Agree (7- 10) 2 6 40Analysis: Of the 48 responses received, 83% agreed that using Teach Engineering was a goodformat for future lessons.AcknowledgementsThis material is based upon work supported by the Research Experiences for Teachers Programunder National Science Foundation under Grant No. 1300779. 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.References: By The original uploader
formats for use with a variety of computer More Axes platforms. 9) Reflection and Symmetry Video how-to instructions. Additional videos 10) Cross-Sections of Solids provide step-by-step instruction for difficult concepts for several exercises, including the first isometric sketch, which can be daunting for students with weak spatial skills. Engagement tracking. Instructors can login and determine how much time students spend on each activity. This data will inform optimal design of the materials available to students. iPad sketching exercises. iPad touch-screen capability enables the development of sketching exercises that can be completed with
). Counseling and social support: Perspectives and practice. Newbury Park, CA: Sage.Philip, K., & Hendry, L. B. (2000). Making sense of mentoring or mentoring making sense? Reflections on the mentoring process by adult mentors with young people. Journal of Community & Applied Social Psychology, 10(3), 211-223.Pounds, A. W. (1987). Black students' needs on predominantly white campuses. New Directions for Student Services, 1987(38), 23-38.Sedlacek, W. E. (1983). Teaching minority students. New Directions for Teaching and Learning, 16, 39-50.Seymour, E., & Hewitt, N. M. (1997). Talking about leaving: Why undergraduates leave the sciences (Vol. 12). Boulder, CO: Westview Press.Steele, C. M., &
encouraging. To expandour forensics modules, we plan to develop Internet forensics and cloud forensics in the near future.The main improvement suggestion we received from students was developing more advanced andchallenging game modules to inspire creativity. We will continue to disseminate our gameframework to communities. In the near future, we plan to develop a repository to collect variousmodules developed by the community and share them with the academic and professionalcommunity.7. AcknowledgementsThis material is based upon work partly supported by the National Science Foundation underAward DUE-1400567. Any opinions, findings, and conclusions or recommendations expressed inthis material are those of the authors and do not necessarily reflect
background (e.g., university, major, QPA), travel abroad/ international experiences(e.g., level of interest in international issues, foreign language proficiency), and characteristics ofthe international experiences (e.g., programmatic elements of experiences such as duration,amount of reflection, and comfort zone). The combined set of instruments (EGPI, GPI, andbackground survey were administered to two samples of seniors at each of the four partnerinstitutions – those who had at least one international experience and those with no internationalexperiences. In addition, a third sample of incoming freshmen served as both a comparison groupand an institutional baseline. This dataset was then used for the quantitative studyThe 25% of seniors with the
) engineering and en- trepreneurship education; 2) the pedagogy of ePortfolios and reflective practice in higher education; and 3) redesigning the traditional academic transcript.Dr. Angela Harris, Stanford University Angela is currently a Fellow with the Thinking Matters program at Stanford University. Angela received her PhD in Stanford’s Environmental Engineering and Science Program (Spring 2015). Angela completed her B.S. in Chemical Engineering at the Georgia Institute of Technology prior to coming to Stanford for her M.S. in Civil and Environmental Engineering. Angela conducts research related to water, sanitation, and child health in developing countries. Angela has extensive experience in developing survey
Light.Challenges of the Smart PLC Traffic Light Controller: This project intentionally leaves a marginfor students to go farther with their work. Student teams can modify or expand the projectconsidering the pedestrian crossing the intersection, and also thinking in drivers who want to doa left turn in any of the streets.ACKNOWLEDGEMENTSThis material is based upon work supported by the Research Experiences for Teachers Program(RET) under the National Science Foundation under Grant No. 1300779. Any opinion, findings,and conclusion or recommendation expressed in this material are from the author(s) and do notnecessarily reflect the view or opinion of the National Science Foundation.REFERENCES1. Hsieh, S. and Hsieh, P.Y., “Web-based Modules for Programmable
-apprenticeship. Both categories usedthe prevailing knowledge and technology at that time to build better technologies. Forexample James Nasmyth’s [1] definition of engineering as “common senseapplication of materials” reflects the knowledge and technology, exclusive tomechanical elements, prevailed at that time. Makers are individuals who design andbuild new devices and share their experiences with others. Universities provideopportunities to wake up the dormant geniuses of such individuals among studentswho sometimes may not be turned-on by the traditional classroom teaching. But tomake full exploitation of their geniuses they have to have a comprehensiveknowledge of the prevailing technologies. This paper describes the method by whichknowledge of
work supported by the National Science Foundation’s AdvancedTechnology Education Program under Grant No. 1304843. 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.References[1] The San Antonio Economic Development Foundation (SAEDF) Industrial Sectors at SanAntonio. Available online at: http://www.sanantonioedf.com/industry-sectors/advanced-manufacturing/[2] The San Antonio Manufacturers Association (SAMA) Alamo Region Manufacturing IndustryWorkforce Assessment Report (November 2015). Available online at: http://www.sama-tx.org/wp-content/uploads/2016/08/SAMA_Workforce_Assessment_Report-Final-120115.pdf[3
#P120A140064. Opinions, findings, and conclusions or recommendationsexpressed in this material are those of the authors and do not necessarily reflect the views of thefunding agency.ReferencesAbel, J. & Deitz, R. (2014). Do the Benefits of College Still Outweigh the Costs? Current Issues in Economics and Finance, Federal Reserve Bank of New York, 20(3), 2014.American Psychological Association, (2012). Ethnic and Racial Disparities in Education: Psychology’s Contributions to Understanding and Reducing Disparities, American Psychological Association, 2012.Auerbach, S. (2004). Engaging Latino parents in supporting college pathways: Lessons from a college access program. Journal of Hispanic Higher Education, 3(2), 125–145.Baum, S
critical to outreach in the large surrounding school districts whoseminority populations averages 72.5%, and 64.8% of students are considered to be economicallydisadvantaged. Our scholarship program will strengthen its role in increasing the number of well-educated and skilled engineers from diverse and underserved backgrounds.AcknowledgmentThe project is sponsored by the National Science Foundation grant #1457880. Their support isgreatly appreciated.References 1. Packard, B.: Mentoring and Retention in College Science: Reflections on the Sophomore Year. Journal College Student Retention 6(3), 289-300 (2004) 2. Wilson, Z., Holmes, L., de Gravelles, K., Sylvain, M., Batiste, L., Johnson, M., McGuire, S., Pang, S., Warner, I
infrastructure management to their future careers.To date, faculty members from ten institutions have used the IVS. Data analysis is ongoing(Roberts & Haden, 2016).Lessons Learned and Next StepsThe project leadership team reflected on the success of the lesson development process andarrived at the following insights: The face-to-face opportunity afforded by the workshop is essential to building community and to brainstorming effective and interesting content It is essential that attendees complete their learning outcomes for each lesson ahead of time. Teams should be diverse in every possible aspect to ensure effective material development. A deadline for submittal needs to be defined clearly. The CIT
other demographics and characteristics such as religion,sexuality, and social economic status; we intend to do so in the full iteration of the review. ResultsThe results from this work-in-progress literature review are organized below by researchquestion. Although not all of the reviewed articles are directly referenced in this section, they areall included in the References section of this paper. Note that we used the terms Latinxs,Latina/o, and Hispanic throughout this section to reflect the terminology used in the papersreviewed.Diversity in Latinx The first research question we addressed was “How is the diversity within Latinxdescribed in the engineering education literature?” While our
:00 Active Learning Modules Clear Security Active Learning Modules19:00 Dinner Dinner Flight College of Engineering20:00 Dinner Show Reflections Active Learning Modules Fireworks21:00 Speeches
rooted in the nexus ofhumanitarian practice, sustainability awareness, social justice, and professional practice. It willemphasize student teamwork, along with greater consideration of social and economic factors,improved communication with diverse constituents, and reflection on an ethical understanding oftheir decisions and solutions. It also requires that faculty members be empowered to mirror thesevalues and skills in their instruction and mentoring. The RED grant connects professional skillsdirectly to the ability to develop and evaluate solutions within these broader contexts.In this work in progress (WIP), we review our progress towards achieving this vision including:• Establishing a foundation for a revised engineering canon that
Engineering. London, November 10-12, 2008.14. Creswell, J. W. (2013). Research design: Qualitative, quantitative, and mixed methodsapproaches, 3rd edn, Sage, Thousand Oaks, CA, 76.15. J. Walther, J., Sochacka, N. W., and Kellam, N. N. (2013). Quality in interpretiveengineering education research: Reflections on an example study, Journal of EngineeringEducation, 102(4), 626-659.16. Cross, N., & Cross, A. C. (1995). Observations of teamwork and social processes indesign. Design studies, 16(2), pp. 143-170.
creating awareness about Industrial Distribution and related STEM fields among the public.Ms. Soo Jeoung Han, Texas A&M University Soo Jeoung (Crystal) Han is currently a Ph.D. candidate in the Department of Educational Administration & Human Resource at Texas A&M University. She worked in business and academic institutions in South Korea for more than five years. Her research interests reflect her diverse work experiences including the field of virtual team collaboration, cross-cultural team diversity, shared leadership development of teams, and global/women leadership. Currently, she has published journals and book chapters in the field of collaborative learning, team leadership, and e-learning.Prof. Michael
% 52.17% Going to college was the next logical step 46.40% 34.78% I've always been good at math and science 41.10% 41.30% Someone suggested it to me 16.10% 10.87% Other (Qualitative) 5.40% 2.17% I'm not sure 0.00% 0.00%In keeping with the appreciative model, students were also asked to reflect on their personalstrengths before considering their academic failures. When asked what kept them from reachingtheir full potential in the previous semester (Table 3), students most commonly selected “anxiety,depression, or stress” (58.9%) and “poor time management
, Materials, and Practice; 6. Motivation Theory and Content Relevance andFuture Value to Students; 7. Two-Way Formative Feedback and Reflective Practice by Students andInstructors; 8. Web-Enabled Tools and Resources for More Effective and Efficient Teaching andLearning; 9. Planning for Classroom Innovation in an Upcoming Course”1. Assessment of theimplementation of these principles is conducted through the Reformed-Teaching ObservationProtocol (RTOP), which is an instrument “designed to constructively critique details of classroompractice,” such as cooperative learning and interactive engagement3. This instrument allows for ameasure of effectiveness and faculty fidelity to student-centered teaching in the classroom. TheRTOP evaluation assesses the
. Each team writes self-reflection journals everytwo weeks and presents the progress of their projects. By the end of this semester, the foodpantry staff will be invited to join students’ final presentations and give feedback to students ontheir projects as well as their service learning. 3) “Understand and improve the water quality in the St. Johns river”: This project allowed 13students in 4 teams to start thinking of larger scale community issues. It required juniors toconduct research of designing systems to monitor water quality in our local waterways. Theyvisited local water treatment plants to learn the fundamentals of water analysis and thendesigned, developed, and tested their monitoring system by collaborating with JU MarineScience
studiesrequirements (such as philosophy) into their engineering courses, and that such courses can, inthe long run, enable more ethically reflective engineering choices.ContextOne of us teaches engineering design courses and courses in mechanical engineering. One of usteaches a variety of ethics courses in the philosophy department. We met two years ago on ateam drawn together to design an ethics module for a course shared across several engineeringmajors. We are now in the process of piloting a full course in engineering ethics that we believewill be adopted by the university as a liberal arts course for engineering majors. This paperdescribes the approach we have pursued, often pointing out how it may be different from othersimilar courses at other