the ASEE ECE Division, served as an as- sociate editor for the ASEE Journal of Engineering Education, and served on the IEEE Committee on Engineering Accreditation Activities, the IEEE Education Society Board of Governors, the ABET EAC (2009-2014), and EAC Executive Committee (2015-2018). Dr. Rover is a Fellow of the IEEE and of ASEE.Dr. Mani Mina, Iowa State University Mani Mina is with the department of Industrial Design and Electrical and Computer Engineering at Iowa State University. He has been working on better understanding of students’ learning and aspects of tech- nological and engineering philosophy and literacy. In particular how such literacy and competency are reflected in curricular and student
literature, and yet a new faculty member, who has no experience in offering atravel course, may be either deluded by the vacation mentality or daunted by the trip-planninglogistics and hence loses out on the opportunity to incorporate this practice. This paper presents acase study on an initiative to encourage and mentor faculty members to offer faculty-led tripsenhanced by interdisciplinary collaborations. From the instructor’s point of view, we providedour timeline, collaborative relationship development, backward course design driven by learningoutcomes, and the transferrable strategies to overcome the challenges along the way. From thestudents’ learning effectiveness point of view, we provided student reflections using the DEALmodel [5] to
local, national, and higher education stakeholders for use in K-12 formal and informal spaces.The motivation for the research project is the development of anapplication that will integrate the EEFK12 into a tool that is useful inthe hands of students and teachers. The mobile application has thesepurposes: to facilitate peer assessment after real-time interaction instudio or design critiques, to facilitate and encourage self-reflectionand metacognition, to provide additional data for teachers to use inassessment, and to show students’ growth and change over time (ifused in long-term educational experiences). The hypothesis is thatpeer assessment will support reflection in the community of Figure 1 Interaction of outcomes of
experience[1]. It is not possible to understand the processes of service learning without considering Kolb’sexperiential learning model [2, 3]. Kolb used the term “experiential learning” to describe hisperspective on learning in order to link his ideas to their roots in the works of [4, 5, 6] and toemphasize the central role that experience plays in the learning process. Within Kolb’sexperiential learning theory [2, 3], learning is described as a four-stage cycle consisting ofconcrete experience (feeling dimension), reflective observation (reflecting dimension), abstractconceptualization (thinking dimension), and active experimentation (doing dimension).In order to develop graduates who possess the knowledge, skills, and teamwork necessary to
measures of academicperformance [19]. These courses have also been linked to decreases in dysfunctional careerthoughts [20], [21], [22] and psychological distress [23].As stated, there is scant research available on classes where career development supports havebeen integrated into existing program curricula. The information that does exist is primarilyanecdotal, with practitioners using mainly informal career supports and sharing their experiencesand observations at conferences (e.g. [4]), in articles focusing on their experiences (e.g. [5]), orreporting data that are generally gleaned from students’ self-reports via course evaluations. Forexample, when employability skills language and reflections were integrated into classrooms atMemorial
purposes of this analysis, weconsider the outcomes to be recommendations we would make to others because they representthe tangible and transferable outcomes. Autoethnography is a research methodology thatanalyzes a phenomenon through the use of self-narratives, which would otherwise remain privateor buried [3]. This approach enables us to share the combined but individual experiences of theprofessors of practice that completed the curriculum restructuring situated within the context ofwork.Theoretical FrameworkOur study is guided by the central constructs in the Interconnected Model of Teacher Growth [4].While this model focuses on the individual growth of the teacher, it is also a relevant perspectivefor reflecting on instructor engagement with
investigates how undergraduate engineering students’learning trajectories evolve over time, from 1st to senior year, along a novice to expert spectrum.We borrow the idea of “learning trajectories” from mathematics education that can paint theevolution of students’ knowledge and skills over time over a set of learning experiences(Clements & Sarama, 2004; Simon, 1995; Sztajn et al., 2012; Corcoran, Mosher & Rogat, 2009;Maloney and Confrey, 2010). Curricula for undergraduate engineering programs can reflect anintended pathway of knowledge construction within a discipline. We intend our study ofindividual students within undergraduate engineering programs can highlight how this mayhappen in situ and how it may compare to a given, prescribed
engineering concepts through low-stakes practice, and as a means ofassessing student progress. One such strategy has been utilized in various courses at a small, privatecollege with a general engineering degree program. This homework approach encourages students toauthentically engage with engineering concepts by incentivizing completion over correctness andrequiring students to complete a metacognitive reflection following each assignment. This approach hasshown strong improvements in the homework habits adopted by the students.In fall 2019, this homework approach was adapted for use in a thermodynamics course at a large, publicresearch institution. Although there are a few practical differences in implementation at the two schools,the purpose is
data for a planned multiple semester longer term project.This paper contains (1) motivation and goals for this work, (2) outcomes and learning objectives,(3) instructions on how to design this kind of assignment, (4) the video assignment write up, (5)the rubric for the video, (6) the rubric for peer feedback, and (7) the rubric for reflection. Thispaper focuses on the structure and instruments used during the course.About the CourseArtificial Intelligence (AI) is being used to tackle more and more of the real-world problemsaround us. EECS 4901 Special Topics: Introduction to Artificial Intelligence will introducestudents to the fundamentals of Artificial Intelligence (AI). During this course students will lookat various problems being solved
Sustainable Infrastructure (RISE-UP). Both projects are funded by NSF. c American Society for Engineering Education, 2020 Work In Progress: Combining Strategies for Leadership Development of Engineering StudentsAbstractThis work in progress reports an intervention to develop leadership skills in engineeringundergraduate students. A methodology based on a cognitive apprentice framework wasimplemented, where coaching, Peer-Led Team Learning (PLTL), cooperative learning,reflection, and self-assessment are combined to train peer leaders from different engineeringprograms. Students in the PLTL Peer Leaders initiative are low-income academically talentedstudents (LIATS) from a Hispanic
to become familiar with a number of personal and professional strategies for successwithin the structure of the learning strategies course. The goal of the peer sharing presentations isto provide students with the opportunity to explore evidence-based practices and share theirfindings with peers. The peer sharing presentation process includes students selecting a strategy,learning about the selected strategy, creating a set of informative and engaging slides, presentingtheir findings to peers, and reflecting on their peers’ presentations. Through this process, the peersharing presentations are an innovative way for students to engage as active learners in thecollaborative construction of new knowledge.The effectiveness of peer sharing
LawrenceAmanda Coleman c American Society for Engineering Education, 2020 Reauthoring Engineering Identities as Belonging to a Community-Engaged ProfessionAbstract: In this scholarly practice paper, we critically examined if and how engineeringstudents in a first-year design course internalized their professional identity as engineers whowere engaged in their communities. We describe the course, which used human-centered designprojects as a mechanism to partner with community organizations. Based on a thematic analysisof three reflective essays (n = 105) for each student (n = 35), we found four distinct patternsrelated to identity development in relation to community engagement. We
virtualsupport systems and learning communities [5-8]. These virtual environments can help addressissues of targeted support, particularly through VWGs. Writing and support groups are nostranger to engineering education [9-11], and VWGs offer many benefits [12] includingnetworking, accountability, feedback, increased motivation, a sense of belonging, emotionalsupport, and many others.MethodsDue to the nature of the research goals, a collaborative autoethnographic approach [13] wasappropriate. Autoethnography uses self-reflection and writing to understand and exploreanecdotal and personal experiences which we hoped would allow for a deeper connection acrossour individual stories as well as contribute to a wider understanding of individual
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
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
project focuses on helping high school teachers integrate computer science principles into their mathematics or science classrooms. She received her PhD from University of Wisconsin-Madison in Educational Psychology-Learning Sciences. Her research broadly examines how to help students learn complex visual-spatial content in introductory STEM courses through the design of technology-enhanced interventions for the classroom. Her work thus far has investigated the effects of drawing, collaboration, reflection, and other active learning strategies in undergraduate chemistry and electrical engineering.Mr. Jacob Mills, Evanston Township High School American c
systematically check forprogramming errors when reading source code on line-to-line basis.Research methodology: We designed and implemented four different PCR sessions over thecourse of four weeks in one CS2 classroom. During each week, students were given a piece ofcode covering a specific data structure and were asked to review and find errors in the code. Theprovided code pieces were seeded with five categories of errors: initialization/declaration,method call/ definition, array/linkedList/trees/, output and flow of control. We analyzed datagathered from the guided PCR sessions, reflection sessions conducted after each PCR session,work conducted by students (assignments, quizzes, and exams completed as part of the course),and a feedback survey
tostudents in the College of Engineering and students enrolled in the Science, Technology, andSociety (STS) minors program in the College of Liberal Arts. Through interactive classexercises, multidisciplinary topic readings, case study examinations, and personal reflections,students will conduct detailed exploration into ethics, sustainability, and problem-solvingprocesses. The overarching objectives for this class are to equip students to identify, analyze, andaddress problems at the intersection of engineering, technology, and personal and societal valuesystems. Students will be challenged to develop and utilize problem-solving approaches fromacross disciplines in the context of both technological and social challenges, using the SDGs as
approach to gather the necessary information. The team used bothpre/post-test methodology combined with reflection activities that provided qualitative data.Canvas assignments were used to collect the reflective activity responses for each scholar spotwhich were downloaded for the team to look at for themes of how the scholars viewed theimpact of the topic. At least one member of the team attended each spot in order to observe thescholar's interaction with the SMEs. Observers were asked to perform assessments for each spotfor the grant; assessment data included observations such as number and types of questions askedwhich was considered in the initial data analysis but was not used in the final analysis.Pre/post-test. All students within the
)AbstractResearch has shown that study abroad yields the greatest educational outcomes for interculturalcompetency when it is couched in a curriculum that encourages preparation before and reflectionafter the abroad experience. To enhance the educational outcomes of engineering students’ studyabroad experiences, we developed a certificate program that couples an abroad experience withadditional coursework in global topics and a reflection assignment. The certificate program isbased on a similar program at Northern Arizona University, and is otherwise rare in our peerschools. The goal of the program is to encourage students to engage in coursework and experiencesthat cultivate cultural competency, and to recognize students’ efforts when they do so. In
literacy. In particular how such literacy and competency are reflected in curricular and student activities. His interests also include Design and Engineering, the human side of engineering, new ways of teaching engineering in particular Electromagnetism and other classes that are mathematically driven. His research and activities also include on avenues to connect Product Design and Engineering Education in a synergetic way. c American Society for Engineering Education, 2020A perspective on students’ autonomy in learning and engaging in a freshman inquiry-based learning environmentAbstractPresent day workforce requires graduates to be self-starters, independent and willing toexperiment, as genuine
students in their HILPs; faculty and staff buy-in to cooperatively administer therequirement; and an appropriate set of rubrics for individual student evaluation, among others.While possible HILPs include several experiences, the overwhelming majority of studentsparticipated in summer internships, a sign of a strong job market during the period of study.Student deliverables include: completion of a survey on the importance of each of the BOK2outcomes in the student’s HILP and the student’s sense of preparedness in each outcome,narrative documentation of the student’s experience using the supplementary experience recordform required for PE licensure application in the department’s home state, and a reflective essayaddressing at least three BOK2
that the national education system does not focus on thedevelopment of STEM competencies. As a result, the motivation of engineering students inmathematics courses is continuously hampered because of deficiencies in prerequisites.The case study presented in this paper is part of a wider project conducted at our institution.The project involved several math courses taken by first and second year engineeringstudents. The main objective of this project was to support mathematics instructors in theprocess of contributing to improve student learning, by continuously reflecting on theeffectiveness of the pedagogical practices that are applied inside and outside the classroom,while adopting a continuous improvement culture that benefits student
Paper ID #31111Visual Notetaking: Opportunities to Support Student Agency in ActiveLearningWendy Roldan, University of Washington, Human Centered Design & Engineering Wendy Roldan is a PhD candidate in Human Centered Design and Engineering at the University of Wash- ington studying equity in engineering education. Her work draws from the fields of engineering education, design, and learning sciences.Mr. Schawnery LinMs. Yuxin Xu, University of Washington, Seattle Yuxin (Ziva) Xu is a second-year undergraduate student at the University of Washington, Seattle. Her research areas of interest include reflection in
can look at something and, figure out why it's moving a certain way or, how it could be made better.”One of the children participating in the project saw an engineer as, “A person that helps theenvironment by creating things that will help the environment.”Overall, the authors identified 15 unduplicated intersections between the concepts used bycitizen scientists to describe engineers and the taxonomies revealed in the Fralick et al. [13] andLucas and Hanson [15] studies. Interestingly, only one additional unique trait was attributed toengineers during the interim and exit sessions with rainwater harvesting participants. One of thechildren reflected on her father as being like an engineer during one of the interim focus groups.“He is
retention of information; most universityengineering classes are still primarily lecture based. Therefore, students are oblivious to thebenefits of the methods and thus are resistant to the learning approaches. The method employed toaid this problem was developing a series of worksheets that use IBL strategies to introduceintroductory engineering material. Preliminary assessment of the effectiveness of this approachwas conducted by comparing summative exams and real-time feedback of student thoughts usinga daily in-class reflection. Preliminary analysis of the exam comparison and student reflections ispromising. From reflections, the majority of the students filled out the statement sections of thereflection sheet. Fewer students filled out the
canmediate the connection between a student’s epistemic metacognitive knowledge and researcheridentity). The DRIEM also represents that an individual’s researcher identity exists with, and isaffected by, their multiple other identities and/or future self. The collaborative, iterative processof developing this model led to identifying four propositions: 1) Researcher identity affects and isaffected by reflection on research actions; 2) Researcher identity is fluid and can dissolve orsolidify; 3) Researcher identity and interest in research are influenced by social contexts; and 4)Students’ researcher identity and perceptions of research are influenced by their initial dispositionsand beliefs about researchers. We further refined the DRIEM and our
central to thelearning objectives. Anecdotally, students that receivedthe TRAD rubric while writing their reports appeared toscore similarly on the SBG rubric as those given the SBGrubric. One possible explanation is that the TRAD rubricexplicitly requested items that were inherently required tomaster the standard and unfortunately removed the necessity for students to contemplate whichdetails were important. Nonetheless, this preliminary finding supports call for reflection ongrading to enhance future mastery.7 Student weaknesses across quarters were the sameirrespective of the grading rubric (in the areas of “problem identification” and “interpretation”)and highlighted future teaching points. Anecdotally, students with the TRAD rubric appeared
. American c Society for Engineering Education, 2020 WIP: Supporting Faculty Developers’ Engagement with Disciplinary PerspectivesIntroduction This work in progress presents three ways of approaching the analysis of an empiricalresearch study that explores how faculty developers engage with disciplinary perspectives. As acore element of interdisciplinary work, disciplinary perspectives represent the ways individualsmay see and approach a problem based on their unique disciplinary background and training.This paper aims to evoke reflection on faculty development as an interdisciplinary practice withimplications for the professional development and identity of faculty
learning helps students learn by increasing their involvement in the process7. Activelearning techniques help students to better understand the topics covered in the curriculum8.Active learning helps students to be more excited about the study of engineering than traditionalinstruction1. The group work that often accompanies active learning instruction helps studentsdevelop their soft skills and makes students more willing to meet with instructors outside ofclass9. Krause writes that engagement does not guarantee learning is taking place, but learningcan be enhanced if it provides students with opportunities to reflect on their learning activities10.In our project, students were encouraged to reflect on the lessons learned from the