hole. Mom: OK. So this is down the hole. [Mom is writing the proposition given by Rose on the card]. Rose: [Rose is sorting the cards to find the next proposition on the right card]. Out [of] the hole. Mom: Hmmm… [Mom corrected Rose by stating “Out of the hole”] ...Rose continues to look for other cards to find the right propositions. Rose: In the trees… Over the water [Rose was not sure about the right proposition and wanted to confirm it with Mom. However, Mom was not sure either. Therefore, Mom needed to confirm the right proposition by looking at the story sequencing in the book] Mom: Let’s see…Let’s go back in the story…Let’s see what happened. [Mom found the correct
notnecessarily the same cohort as the lecture sections so some students might have had Instructor Afor lecture and Instructor B for laboratory. The topics and the order in which they are covered arein the syllabus in appendix A.Winter 2011 – Traditional LectureIn the MC/MSD course taught by instructor B during winter quarter 2011, the course topics andlab structure were very similar to those in the spring 2015 course. However, what happened inlecture was very different. Most of each lecture period was spent in the traditional lecture mode,with the instructor presenting new material on the chalkboard and students taking notes. Eachclass period began by writing two to three key learning objectives for the day. Examples wereworked in class by the
scaf-fold on prior learning and experiences, addressing a continuum of lower level to higher levelthinking and deep learning as appropriate for the curriculum. Reflection essays, class discussion,individual and group projects/products, peer review and feedback, or other types of activities willbe used to measure learner progress on the learning objectives, and to provide timely and rele-vant feedback to both the instructor and learner. This information will be used by both the in-structor and learner(s) to guide decision making and engagement in bio-inspired design. Rubricsor grading guidelines will be created for each formative assessment to ensure they align with theproject goals and learning objectives. Summative assessment will occur at
driven by a variety ofdifferent factors. Some individuals were simply the only individual working in a particularfunction and felt the lack of like others to collaborate with. Maureen expressed this feeling fromthe first day she walked into her job: “I was the only in-house developer. I didn’t know what I was doing and I had no one to help me. The first day, I walked in and they told me they promised five iPad apps in three months…” (Maureen, Women’s)In Maureen's case, feelings of isolation produced doubt regarding her ability to meet heremployer's expectations. Her isolation amplifies her job stress. In other cases, peers with similarjob descriptions were present in the work environment but the age gap between the early
students in their PLEs could be furtherclassified by means of Bloom's Revised Taxonomy10 knowledge dimension that represents arange from concrete (factual) to abstract (metacognitive); however this was not part of thisstudy.The first part of the survey11 was divided into 3 sections in which students were asked toevaluate in a five-point scale if they: 1=strongly disagree, 2=disagree, 3=neither agree nordisagree, 4=agree, or 5=strongly agree. The second part of the survey contained open questionsso that students have a space to write about their PLEs as well as his/her learning throughtechnological tools, several information sources, and their PLNs.The information obtained was classified into quantitative and qualitative data. To do this, wecreated
case studies. Lastly, the ability to effective communicate verbally, in writing andvia presentations, as well as providing candid constructive feedback – both positive and negative– was stressed in each of the courses and became somewhat of a hallmark of the programamongst employers. Page 26.633.6Early attempts were made to assess the impact of the program. The first attempt was to utilizethe Perry Scheme of Intellectual Development which was based on student's attitude towardsknowledge. Our idea was that students in the Minor would trust more their "inner voices" andnot external authority and come to understand there were no right answers to
Sukumaran, Rowan University Beena Sukumaran has been on the faculty at Rowan University since 1998 and is currently Professor and Chair of Civil and Environmental Engineering. Under her leadership, the Civil and Environmental Engi- neering Program has seen considerable growth in student and faculty numbers. Her area of expertise is in micro-geomechanics and has published over 100 peer reviewed conference and journal papers including several papers on engineering education and the unique undergraduate curriculum at Rowan University, Page 26.1006.2 especially the Engineering Clinics. She has been involved in
homework with peers Mostly individual learning (highly inter-active learning) Students About 50 civil engineering Two sections of ~23 students each: 34 enrolled About 25 architectural engineering engineering/pre-engineering, 5 architecture, 4 natural sciences, 2 business Course Required Part of sustainability-focused residential academic context Sustainability was the second program (similar to a living learning community); learning module in the course about 30% of the students also taking a 3-credit
patterns’21. As it was hypothesized that the aptitudes for lifelong learning were present in thesedata, and this hypothesis required testing, the research literature on lifelong learning wasinvestigated for potential theory or theoretical frameworks to guide the study. Deakin Crick etal’s (2004) Effective Lifelong Learning Inventory (ELLI) was selected for a number of reasons6.Importantly, Deakin Crick et al. (2004) have extensively investigated how to characterize lifelonglearning, and write about its many facets6. They explore the notion of lifelong learningholistically in its relevance over one’s lifetime, as well as in the context of traditional learning,including classroom, formal and informal, and self-directed learning6. They position their
Paper ID #27458Beyond Trial & Error: Iteration-to-Learn using Computational Paper Craftsin a STEAM Camp for GirlsColin Dixon, Concord Consortium Colin Dixon holds a Ph.D. in Learning & Mind Sciences from the University of California, Davis. He researches the development of STEM practices and agency among young people creating things to use and share with the world. He writes about equity and identity in making and engineering, the role of community in science learning, and how youth leverage interests and experiences within STEM education.Dr. Corey T. Schimpf, The Concord Consoritum Corey Schimpf is a Learning
, stereotype threat, andfeelings of isolation, which can undermine their confidence and engender a fixed mindset [2][3].Such gatherings inspire women that they can be successful in pursing satisfying careers in atraditionally male-dominated field [4]. They boost women’s confidence, help them buildnetworks of peers and mentors to help them navigate difficult situations, and encourage them toassume leadership roles in changing the face of computing and creating transformativetechnologies [5][6]. Although not as well known as GHC, the ACM Richard Tapia Celebrationof Diversity in Computing (often just called “Tapia”) serves similar goals as GHC but for allunderrepresented minorities in computing regardless of gender.1 Tapia highlights the critical
student, Mandy Plumley, has been active in MentorNet forfour years. She appreciated the informality of communicating with the mentor; i.e., not puttingon a professional demeanor that she perceived a face-to-face contact would include; therefore, “Ican be more myself.” Especially during her first two years of school when she did not have aprofessor who she knew well enough to ask personal questions, Plumley valued the support andinfluence of her mentors. At times that meant help with homework, resume writing, andinterpersonal situations. She valued hearing about the reasons behind her mentors’ decisions tochange positions or to go back to school. Her first three mentors felt like “an experienced peer”;females who were flexible with communicating
these schools range in cost, focus,targeted demographic and duration. When other summer engineering programs for pre-collegestudents include interactive activities, such as the program at New Mexico State University,11they are not necessarily combined with the range of components implemented by ITE.The emphasis of UVa’s ITE, in contrast to some other similar programs, is to reach out to the toptier of Virginia high-school rising juniors and seniors. The program puts them in a supportiveenvironment with their high-achieving peers in order to introduce them to engineering through ahands-on approach. The program reinforces the value of intellectual achievement balanced with
percentageincrease [18]. Network structures, like those used in distance education and online networks, ifadapted for face-to-face and blended learning environments, hold promise for solvingassessment, workload, and scalability problems in higher education.2.2 The Capstone Industrial Design ClinicProject-based engineering design has been part of this ABET-certified mechanical engineeringprogram for more than a decade. In its current form in the School of Mechanical and MaterialsEngineering at Washington State University, student groups work on industry-sponsoredengineering projects ($80-$120,000 annually) for one semester. Students are responsible forevery aspect of project management, from specification writing to delivery, including budget,travel, and
literacy and has given numerous talks on security. His current funded research is targeted at developing robust countermeasures for network-based security exploits and large scale attack simulation environ- ments and is the director of the Internet-Scale Event and Attack Generation Environment (ISEAGE) test bed project. He has given over 75 presentations in the area of computer security and has testified in front of the U.S. Senate committee of the Judiciary on security issues associated with peer-to-peer networking. He has served as an ABET program evaluator representing IEEE for five years. He is a Fellow of IEEE and received the IEEE Educational Activities Board Major Educational Innovation Award in 2012 for his work
-based, pedagogically appropriate approaches and curricula including Peer Instruction 6,Workshop Physics7, Real-time Physics8 and Studio Physics9.But, what about circular mechanics? Arnold Aron’s observes 10, “The kinematics of circular motionin a plane is usually glossed over very quickly because of the obvious parallelism to rectilinearmotion. For students who have genuinely mastered the concepts and relations of rectilinearkinematics, this is appropriate since unnecessary repetition would waste their time.” Thisphilosophical approach has pervasively infiltrated introductory textbooks. Whole chapters aredevoted individually to the topics of velocity, acceleration, etc. while all of rotational kinematicsand sometimes even dynamics are crushed
training in communications, leadership, and presentationskills. The course also includes sessions on networking, gender and diversity issues, and otherspecial topics.Throughout the academic year, Engineering Ambassadors participate in special seminars acrosscampus as determined by group advisors and student leaders. The students plan and invitespeakers for professional development including topics of “Sexual Harassment in the Workplaceand Classroom”, “Advanced Presentation Skills”, “Technical Writing and Presentation Skills”and special leadership workshops offered by UConn’s office of student leadership. Page 23.496.14Additionally, during each
opportunities to assist theirdevelopment when these arise. A caring faculty can assist in bringing students closertogether through formation of learning partnerships, peer teaching, and sharing data andinformation with one another. It has been astonishing to see how working in collaborativedissertation groups has affected students. Long after their graduation, students recall themost significant aspect of their graduate program being the interpersonal learning and thedevelopment of collaborative sensitivity and mutual understanding among groupmembers. Learning how to acknowledge differences, arrive at consensus, set limits, andadminister fair sanctions to non-cooperative members are remembered and spoken of asmore memorable than either the formal focus
Page 15.1130.4often overlooked important social and systemic influences on the newcomer’s learning process.Socialization is a complex process comprising multiple actors and interactions.19, 20, 21, 22, 23Wanous also noted that the interactions among newcomers, insiders (peers and faculty), and thesituation (context) are important sets of factors influencing the socialization process. He foundthat increasing the level of interactions between the newcomer and his or her environmentincreased the success of socialization. 10 However, it seems reasonable that the quality of theinteractivity is important—not just the frequency of activity. Increasing the wrong kind ofinteractivity may promote the wrong kind of learning, thereby decreasing the
, in the “program evaluator competency model”,ABET also emphasizes the professional competency of program evaluators, which mainlyencompasses professional ethics requirements for program evaluators as “professional peers”: “a.conveys professional appearance and demeanor, b. is committed to contributing and adding valueto the evaluation process, c. considered a person with high integrity and ethical standards, d.represents ABET and responsible technical society as a practicing professional, e. willing tomake observations to stimulate innovation and further the program's efforts toward continuousimprovement, f. shows professional respect for institution faculty and staff, g. upholds ABETcode of conduct at all times.”18In contrast, the CEEAA’s
wanted an in-depth un-derstanding of the specific ways students experience a phenomenon from their perspective26,25 .Initially, interview transcripts were analyzed to create units of relevant meaning28 . These units ofrelevant meaning were established and refined through peer review by the authors29,28 . Next, unitsof relevant meaning were clustered for each participant resulting in a set of themes. Another passwas conducted to further cluster units of relevant meaning based on themes and patterns acrossrespondents. Four common themes emerged across participants: ‘Future Career’, ‘Characteristicsof Future Career’, ‘Future Career’s Influence on Present Action’, and ‘Past/Present PerceptionsInfluence on Future
thermodynamics students. WhileHeller et al. 8 have helped to clarify the language, they have also shown that the path to achievinggreater student engagement in engineering requires faculty providing an active learningenvironment and demonstrating genuine enthusiasm for the topic, as well as studentsparticipating more fully in activities, and interacting with peers and faculty. As faculty, we hopethat our enthusiasm for teaching leads to student engagement and learning. However, themethods and context need to suit the student’s background.Patterson et al. 9 have proposed that “…in order to attract and retain students in engineeringcourses, the courses must be taught in a context that is familiar to students…” They haveproposed a template based on five
insight into engineering research at ASU c) METS Workshops for Survival Strategies are held throughout the semester targeting potential and new transfer students, but anyone is welcome to attend. d) METS Student Mentors is an opportunity for new transfer students to be assigned a peer mentor. The student mentor assigned is a student who has attended ASU for at least one semester. e) METS Pilot Workshop/Bridge for new transfer students is held in early summer to assist students in locating student resources at ASU such as: parking, how to find your classes, scholarships, tutoring, the CEDAR center, and the bookstore. f) METS Orientation to new transfers gives students information about the METS program and how
course was taught, but it was found that thehomework questions from the book were not well suited to the class, poorly written, inconsistentwith the textbook itself, and structured inconsistently such that it was challenging for students tofeel comfortable with the questions. Thus, during upcoming classes, the instructor hasdetermined to write his own homework problems to complement the text, lectures, and labs.During the last three weeks of the course, design problems were assigned that allowed thestudents to integrate all of their learning to date, instead of homework from the text. The designproblems proved to generate a number of very creative solutions. They were also excellentpreparation for the final exam, which involved a design problem
that a specific developmental opportunity or experience requires of them as well as thosethat will be most effective. This can be facilitated through discussion and feedback with anothersuch as a professor, advisor, or peer and/or be self-driven.Self-Situation Skill Match: Students need to be able to assess how their personal skills and abilitiesmatch with the skills required by a specific or selected opportunity or experience. This can befacilitated by another such as a professor, advisor, or peer and/or be self-driven.Skill Acquisition: When students become aware of the personal skills that they need to develop orenhance, they need to have opportunities and encouragement to acquire them. Optimally theseopportunities should incorporate and
addition, it was of interest to evaluate ifstudents in the environmental engineering course had a greater “sustainability ethic” compared totheir peers in the civil engineering course. On the initial “defining the discipline” assignment, anincreasing percentage over time of the civil engineering students included sustainability in theirdiscussions, 17% to 31% from 2008 to 2010. In comparison, 35-37% of the environmentalengineering students included sustainability. In 2009 and 2010 the second course module onsustainability did not increase the percentage of students who discussed sustainability as part ofthe fourth homework assignment on ethics; the percentage of the ethics essays that included theterm sustainable and/or sustainability were 29-47
break free of disciplinary constraints andreconfigure one’s own knowledge with the knowledge of others.15, 33, 41, 107, 113 Thus, both domainknowledge and integrative experience are important antecedents of innovation.One of the most powerful effects of E&LE integration is that of collective intelligence. Page88shows that in many situations calling for innovative solutions, who you know turns out to trumpwhat you know, and Reich93 has noted that in the modern world, successful new ventures requirea team; what he refers to as “collective entrepreneurship.” Leonard and Sensiper write, “Creativeideas do not arise spontaneously from the air but are born out of conscious, semiconscious, andunconscious mental sorting, grouping, matching, and
products arebeing developed through such principles. Examples include open-source 3D printers [15],electronics prototyping platforms [16], cell phones [17], cars [18], prosthetics [19], machinetools, robots, and other socially relevant design projects [20].As alluded to before, in the era of Globalization 3, new organizational structures based on self-organizing communities are emerging to complement traditional hierarchies. According toTapscott and Williams [8], the new principles for success in Globalization 3 are a) openness toexternal ideas, b) individuals as peers, c) sharing of intellectual property, and d) global action. Insuch emerging organizations, individual success is defined by the recognition gained throughcontributions towards a
AC 2010-197: ADDRESSING THIRD WORLD POVERTY IN FIRST-YEARENGINEERING CAPSTONE PROJECTS: INITIAL FINDINGSJohn K. Estell, Ohio Northern University John K. Estell is Chair of the Electrical & Computer Engineering and Computer Science Department, and Professor of Computer Engineering and Computer Science, at Ohio Northern University. He received his doctorate from the University of Illinois at Urbana-Champaign. His areas of research include simplifying the outcomes assessment process, first-year engineering instruction, and the pedagogical aspects of writing computer games. Dr. Estell is a Senior Member of IEEE, and a member of ACM, ASEE, Tau Beta Pi, Eta Kappa Nu, and Upsilon Pi
program…through the University of Cal-Poly, and I was really involved in that program…but I kind of got led into this field just because I hate English and I don‟t really like writing, reading, and doing all that kind of fun stuff, so that steered me towards engineering since it‟s physics and math. (10:4) Well, I know I hate English, and I hate foreign languages, and I didn‟t like history, so I needed something with math and science base. And senior year of high school I went to the [area university] Women in Engineering conference and I really liked it, it was good, and then when I came to [College] I originally was looking at chemistry classes and calculus classes, not engineering per se