Calculus, which most certainly covers this topic, but the problem“feels” different to students in the later course because the notation and setting have changed andthe purpose is specific to statistics rather than the more abstract concepts of the area of a two-dimensional region and anti-derivatives.Previous WorkIn recent years the authors have been exploring ways to reframe course assignments to provide agreater variety of application and visualization avenues to enhance critical thinking and promptstudent reflection. The objective is to provide multiple levels of connections that promotestudents’ cognitive retention. Preliminary work1 presented a methodology for using large scale,Fermi-type estimation problems to try to encourage students to
students themselves reflected that theapproach presents a more “formulaic” method to leadership compared to similar offerings theyhad received. They noted that while the approach is not truly algorithmic, it has aspects that areallow more logical thinkers to implement while developing the soft skills needed to be effectiveleaders. This paper will explore both the reasons for the student’s conclusions and how otherprograms could adapt this approach in a variety of leadership development situations.IntroductionThe approach described in this paper towards engineering leadership development is a single-semester class experience for selected student leaders, all with significant previous leadershipexperiences. Therefore, while the information presented
teachers in seeingthe EDP not as an exact roadmap, but a set of tools that students can use to develop their designs.Part of this work involves helping teachers develop an understanding of the process as fluid anddynamic, reflecting the complex practice exhibited by engineering practitioners [12-14].The question then is how to support teachers in developing an understanding of the complexitiesof the EDP. Recent work [8, 15] calls for teachers to be engaged in the “doing” of engineering tofacilitate this learning. However, to date, there is limited information about what thoseengineering experiences for educators should look like. Many programs, due to limited time andconstrained resources, engage teachers in the same engineering activities they
each cluster of activities was positioned to create departmental change andrevolutionize engineering education, the evaluators and team members then attempted to identifyhow each cluster of activities worked as change strategies within the model by Henderson,Beach, and Finkelstein (2011). Thus, evaluators were able to identify over twenty distinctclusters of change activities working as change strategies within the four pillars of the changemodel: Curriculum and pedagogy, reflective teachers, policy, and shared vision. Positioningactivities within this model allowed the evaluators and team members to 1) Better understand thebroad scope of departmental activities and change strategies, 2) Identify strengths and challengesassociated with their
learn,develop, and reflect through active participation and thoughtfully organized communityinvolvement. It enhances the academic experience of students by relating academic content andcourse objectives to issues in the community.Community engagement through service learning has become a well-established educationapproach in liberal arts and science education. While engineering education seems like a naturalfit, community engagement through service learning with very few exceptions is not integratedwithin the engineering curriculum. To provide hands-on educational experience, traditionally,engineering schools have developed partnership with industry through various programs such asinternships, co-operative education and sponsored research
of class time interactingwith one another. Because of the student-centered nature of this course, students benefitfrom the other members of student learning community. In this class the instructor’s roleis that of a facilitator of the learning process. S/he will provide student with activities,and facilitate discussions. Activities and field trips have been chosen so as to engagestudents in individual and collaborative problem solving, analysis, synthesis, criticalthinking, reasoning, and reflection. Students will learn through listening to others andsharing your ideas, and by doing. What students learn will depend directly on theirwillingness to participate and there preparedness for the class through reading therequired materials before
objectives listed for the course on the syllabus were the following: • Understand the importance of self-knowledge. • Enhance developmental and interpersonal skills. • Explore various leadership frameworks. • Understand gender influences in society and on leadership. • Discover the multi-disciplinary nature of leadership studies. • Identify and discuss ethical dilemmas in leadership. • Develop a personal definition of what it means to lead and of the role of personal responsibility in leadership. • Begin building a leadership portfolio that demonstrates and integrates classroom learning, leadership experiences, and personal reflections
where students were in the driver’sseat while we, the instructors, served as facilitators, providing some guidance4 but largelyteaching with our mouths shut10. All students were assigned to work in a single large team on asingle project. The intent was that in the process of working closely with each other on theproject, students would gather sufficient material to reflect upon and learn from. To reinforcethe need for practicing reflection as a necessary component of learning, the course devotedconsiderable time to reflective techniques, including journaling, team conversations8,retrospectives13, reflective essays22, and portfolios – techniques that enhance learning in anydomain17. Finally, we invited industry experts for several class sessions
2003 American Society for Engineering Education Annual Conference & Exposition Copyright © 2003, American Society for Engineering Education”II) Assessment & FeedbackQuizzing:Another feature of student-centered design is the shift towards a wider array of assessments andfeedback opportunities for students. In EGEE 101, we utilized numerous low-stakes quizzes,short reflective written assignments, and a few of the standard, high stakes exams. Computerbased testing is commonly used to evaluate student ability. It is less commonly used as anenhanced learning opportunity. In this course the commercial software TestPilot was used bothin an evaluation mode (40% of the exam score was based on multiple choice, select all that
concept. An alternative definition of these steps isdoing, thinking, modeling, and checking. This cycle is shown in Figure 1. More total learningoccurs when each of these four steps occurs 5, 6.It can be argued that learning can begin with any step of the process. Engineering, for example,is often taught by introducing a concept or model and assigning homework to reinforce theconcept. In a course that has a lab component, the students can sometimes put the concept into Concrete Experience (experiencing/feeling) Active Experimentation Reflective Observation (applying/doing) (examining
knowledge inscience and technology to students with different backgrounds; (4) promotes reflective anddivergent thinking, self-directed learning, and encourages collaboration.The need to improve project-based instruction and include studies of the project method inpre-service teacher education is emphasized in literature5. However, only minimalinformation is available on educational approaches and examples of courses which prepareteacher students to guiding design projects. Clear recommendations for development of suchcourses are currently required.This paper considers our Teaching Methods in Design and Manufacturing course in whichstudents study engineering subjects and gain project guidance skills. The students performlaboratory and project
study was conducted consisting of a quantitative instrument and qualitativeanalysis of written reflections and focus groups transcripts. The 74-item Ableism Index includessubscales on intergroup anxiety, resistance to equalizing policies, negative internal states,contempt, phobic, and confidence. It was administered to students pre- and post- their capstonedesign class during which students worked on either an adapted physical activity service-learningproject or an industry-sponsored project. Students responded to directed reflection prompts ondesign, clients, and teaming in written essays. Eighteen focus groups were conducted withstudent teams who worked on adapted physical activity design projects. This paper reports on theresults of a
single student or group of students. Rather, UnLectures are based onpromoting reflective learning through peer instruction. Studies have shown that reflection of Page 24.1300.2students’ own or others’ experiences results in development of new perspectives or clarificationof concepts and techniques8, 9. It is also evident from these studies that reflective learning hassignificant value in professional practice10. Given that our students have integrated cooperativeeducation into their curriculum, UnLectures provide meaningful ways to reflect on lessons fromboth engineering practice and classroom education.Development of UnLectureThe UnLecture
instrumentation is to drive ongoing cycles of continuousimprovement in teaching with a focus on transforming student learning. Owing to theongoing, dynamic practices of reflective educators, pedagogy and plans iterativelyevolve. These changes in practice exist in a complex environment that has the potential toprofoundly impact students’ ability to engage with and internalize content. Given thisenvironment, instrumentation is deployed to collect data in a process of developmentalevaluation while proactively responding to student learning and development throughdisaggregated data. This work equips educators with information to support thedevelopment of prototypes and innovations that strive toward providing undergraduatestudents with authentic, deep, and
encouraged to explore a range of possibleinternships. With the approval of the program director, each student makes a commitment for asummer role which will contribute to advancing technical innovation in a real organization.Because each internship is also anticipated to have educational value, the program provides asupporting structure to help each internship experience become a student’s “ultimate elective”.Since the launch of the program, formal and informal assessments of each student’s learningfrom their own internship have been integrated into the program curriculum as part of theprogram design. Initially, learning assessment was primarily from written journal entries and afinal paper of accomplishments and reflections. In recent years
. James John Bale Jr., University of GeorgiaDr. Nicola W. Sochacka, University of Georgia Nicola W. Sochacka is the Associate Director of the Engineering Education Transformations Institute (EETI) in the College of Engineering at the University of Georgia. Dr. Sochacka’s research interests span interpretive research methods, STEAM (STEM + Art) education, empathy, diversity, and reflection. She holds a Ph.D. in Engineering Epistemologies and a Bachelor of Environmental Engineering from the University of Queensland.Dr. Joachim Walther, University of Georgia Dr. Joachim Walther is an Associate Professor of engineering education research at the University of Georgia and the Founding Director of the Engineering Education
language.Given the diversity within this field, engineering education students’ experiences in this journeycan be very different from one another during their doctoral years. Like any other diversesettings, engineering education students may have needs in common or completely differentwhich required different ways of support.In this study, we are a group of engineering education students and alumni who speak English asour second language (ESL). Using co-operative inquiry, we aimed to reflect on our doctoraljourney in engineering education and highlight the challenges we went through and ways wewere able to overcome them. We are taking the positionality of researcher to participant toexamine our experiences. The challenges are mostly centered over
individual ‘portrait’ of themselves, which is then used as a starting point fordiscussion, training, interaction with others, and conscious, insightful reflection. With the KGI,each student receives a personal profile comprised of numerous action items to develop groupskills at his or her own pace. Our work in this freshman course provides the basic training on theutilization of information provided by these instruments, asks each student to pick two skillsfrom their personal KGI profile, and has developed assignments to promote reflection on theirimplementation of KGI skills and personal behaviors.INTRODUCTION/ MOTIVATION“Today, the Myers-Briggs Type Indicator (MBTI) is the most widely used psychologyinstrument in the world for the normal
instruction on different leadership theories (situational,transformational and servant)19,20,21, and were asked to reflect on how their ropes courseexperience related to the different leadership styles they just learned about, and about importantlessons learned during the academy.Purpose of assessmentThe purpose of the assessment plan developed in this study was to investigate how theLeadership Academy activities tied to the outcomes of the KEEN program. Additionally, thisassessment was used to gauge the student perspective on the leadership academy and identifyaspects of the academy that students found important to their current academy pursuits and futurecareers in STEM fields. Outside the context of the KEEN program, the Leadership Academy andthis
to accomplish the mission and improve the organization,” [26, p. 13]. Anyorganizational member, regardless of rank, can be an effective leader if she possesses theintellect, presence, and character (attributes) to lead, develop, and achieve (competencies). Figure 1: ADP 6-22 Logic Map [26, p. 9]Figure 1 visually displays the leader requirements model and highlights the Army’s Be, Know,Do framework which resonates with college students. Attributes (Be and Know) arelongstanding characteristics of the individual, refined through experience and reflection, whilecompetencies (Do) are learned skills developed through training and education. West Point’sapproach to leader development aligns with Army doctrine but has
Session 502 INCORPORATING LIBERAL EDUCATION CONCEPTS INTO ENGINEERING TECHNOLOGY SENIOR DESIGN COURSE AT MIAMI UNIVERSITY Suguna Bommaraju, Ron Earley, Dave Hergert Miami University, OhioINTRODUCTIONThe LEC (Liberal education council) at Miami University monitors and guides the incorporationof liberal education component in capstone course in the engineering technology department.Specifically, the focus points of the liberal education outlined in Miami bulletin1 are criticalthinking, understanding contexts, engaging with others, reflecting and acting. The senior
and Employers (NACE) [6]Future Skills Framework DevelopmentActua developed the Future Skills Framework to capture and articulate the instructor experience,and to provide a foundation for additional support to member programs and their instructors. Inaddition, a strengthened instructor experience framework is seen to have potential for improvedrecruitment, training and retention of future instructors, increased transferability of the instructorexperience to future career opportunities, and increased quality and consistency in youthengagement by the network. The potential to shape a national, post-secondary work integratedlearning experience reflects activity by universities and affiliated organizations to betterdocument the contribution of
Concept MapsAbstractThis paper describes a work-in-progress study investigating the use of concept mapping forassessing students’ conceptual knowledge over a semester in a biomedical engineering modelingcourse. The concept maps are used to evaluate the evolution of students’ skills in developingmathematical models that describing biological systems and students’ specific contentknowledge as they complete problem-based learning projects. As students gain experiencedeveloping mathematical models to answer open-ended problem-based learning questions, wehypothesize that their conceptual understanding of mathematical modeling and of the biologicalsystems studied will increase. This improved conceptual understanding is reflected by conceptmaps with
will draw on research team meeting notes, formative feedback survey responses, andnarrative reflections from URFs to support our claims. Research leads also share theirperspectives on recruiting, onboarding and working with the URFs and describe some of themacro-ethical considerations that motivated their partnership with URFs [4, 5].Dr. Turpen and Dr. Radoff, the research leads, and a subset of URFs (K. Rahman, S. Bikki, K.Adkins, and H. Sangha) collaboratively developed this paper. We organize our findings into threeparts; we describe: (a) the multiple ways the research leads benefited from this collaboration, (b)the multiple ways the URFs have benefited from this collaboration, and (c) the joint workprocesses and routines within our
, and life science students [12]-[14], our programmay serve as a model for engineering educators on urban campuses.Here, we report on the first iteration of our (IN)SCRIBE Program. Eight students – five risingseniors, two juniors, and one sophomore – participated in the inaugural offering as (IN)SCRIBEScholars. Specifically, we present initial student reflections on the societal responsibilitiesbiomedical engineers need to consider to impact design solutions.Program DescriptionThe seven-week (IN)SCRIBE Program (Figure 1) encompasses four phases: 1) Pre-programTraining, 2) a one-week Innovation Boot Camp, 3) five weeks of Clinical Immersion Rotations,and 4) one week of Needs Refinement and Design. In the Innovation Boot Camp, participantslearn
, holistic, relational framework. The course consists of several separate-- butinterdependent—activities, such as group participation, readings, reflection, and a retreat.The purpose of this practice paper is to further interpret the (previously published) value of HILs,but within a leadership identity framework. Because of their positive impact on identitydevelopment, these Labs may hold promise as an environment in which students can develophealthy relational leadership processes. Three identity-based frameworks will be used tointerpret the influence of HIL structure and experiences: Leadership Identity Development(LID), self-authorship, and Community of Practice (CoP).This paper addresses the impact that experiential learning courses can have on
program’s learning strategies course employed a three-pronged approach towardsusing the LASSI. First, students took the assessment online at the beginning and end of thesemester. Second, students were prompted to reflect on their pre-intervention scores throughstructured reflection assignments at three points throughout the semester. Third, students weresupported by several campus resources in interpreting and improving their performance acrossthe ten LASSI dimensions. The following paragraphs detail these interconnected approaches ingreater depth.Students completed the 3rd Edition of the LASSI [6] once at the outset of the semester and oncemore at its conclusion. Students took the LASSI online, with the first administration due at theend of the
when anindividual reflects on that experience relative to their prior knowledge (reflective observation), Proceedings of the 2011 North Midwest Section Conferencedevelops a conceptualization to explain the experience (abstract conceptualization), and thentests their conceptualization (active experimentation). The results observed after testing one sconceptualization represent yet another concrete experience which can be reflected upon todevelop further conceptualizations to be tested and so on. Figure 1: Kolb cycle of learning.7 The types of questions/problems commonly found in engineering textbooks may fail toengage learners in deep levels of reflective observation as they may
online or on-sitecourses, in an exploratory way. Even though there are numerous resources available forintroducing EM, the TY4YS activity approach is very interactive and most importantly, insteadof teaching (or reinforcing) the entrepreneurial concepts first and then engaging in relatedactivities, the students first play, make mistakes, reflect and learn. When the concepts aresubsequently presented (or reinforced), they are more relatable and better retained.The activity starts with a military veteran describing veterans’ issues. The player's objective is tocreate an end-product to mitigate some of the challenging issues and showcase that end-productat an upcoming veterans conference. The players (students) will make a series of decisionsduring
detached from such a situation. We intentionally developed activities thatchallenge students’ thoughts and beliefs, so they connect their actions as students to their lives asworking professionals.We first examine ethics on a global scale by considering engineers’ roles in promoting globalhealth and wellbeing through sustainability. Students learn about green design andmanufacturing strategies through assigned readings, a video on cradle-to-cradle design, andgameplay. Students play the In the Loop ® board game, which teaches players about the finiteresources necessary for devices such as LCD screens, MRI machines, and wind turbines [1].Throughout the game, players develop strategies to manage limited resources using circulareconomies. A reflective