) enabled participation in common activelearning strategies (e.g., group discussion and peer-to-peer learning) among the students whileout-of-class. Specifically, we share findings related to student resistance to requiredparticipation in an online forum in first year calculus.Literature Review Active learning. It is typical for instructors in science, technology, engineering, andmathematics (STEM) to adopt more traditional pedagogical approaches1. Traditional approachesare often linked to a belief that students come into class “empty,” waiting to be filled with all theknowledge that the instructor can give them1. With this mindset, the role of the instructor is todisseminate as much knowledge as possible within the time allotted; the role
) Site on interdisciplinary water sciences and engineering at VT since 2007. This site has 95 alumni to date. He also leads an NSF/Research Experiences for Teachers (RET) site on interdisciplinary water research and have 10 alumni. He also leads an NSF-funded cybersecurity education project and serves as a co-PI on two International Research Experiences for Students (IRES) projects funded by the NSF. He has published over 90 papers in peer-reviewed journals and conferences. c American Society for Engineering Education, 2019 Ethics Instruction and the Role of Liberatory Praxis and Theory1. IntroductionWithin the past few decades, engineering educators have placed increased emphasis on
production, CO2 emissions, and the liquidwaste that the plant produces). This allows the students to have practical experience on sometopics such as thermodynamic cycles, measurements of composition at the site plant, knowingactual equipment of pumps, pipelines, and so on.The paper describes the innovative elements added to the PBL teaching strategy in order toconnect all these issues. It also presents some of the research results, such as the engagementthat is achieved by students, which lead them to the writing and publishing of papers with theirown ideas. We are dealing with a new generation of engineers who are used to seeing, touching,and having first-hand experience more than they did ten years ago. They are highly motivatedwith the things
): Preparing Junior ColleaguesAbstractDespite the importance of professional development, for most graduate students as up-and-coming faculty members professional development is informal at best. Graduate programs oftenemphasize gaining technical knowledge, skills, and abilities through courses and researchprojects, but provide less opportunity for future faculty members to gain experience withteaching, service, communication, assessment, proposal writing, etc. To provide this experience,we developed the Rising Engineering Education Faculty Experience (REEFE). Founded ontheoretical and practical models of graduate student development, REEFE is an innovativefaculty apprenticeship program for engineering education graduate students that places
purchasing common household objects5.Additive Manufacturing Course (3-0-3)A new course on 3D Modeling and Rapid Prototyping has been developed and offered as asenior level elective course to all engineering students. The catalog description of the courseincludes the following:Product design, CAD and related software; basic principles, development,process chain of additive manufacturing; photopolymerization processes; powder based fusionprocesses; extrusion-based systems; printing processes; sheet lamination processes; beamdeposition processes; direct write technologies; design for additive manufacturing; guidelines forprocess selection; software issues and direct digital manufacturing; medical applications; postprocessing; use of multiple materials
to achieve academic honesty among all students. She was the 2018-2019 Chancellor’s Scholar-in-Residence, responsible for organizing faculty development workshops and developing protocols to enhance teaching across disciplines, focusing in particular on the teaching of professional writing across disciplines and prevention of academic dishonesty.Dr. Jaskirat Sodhi, New Jersey Institute of Technology Dr. Jaskirat Sodhi is interested in first-year engineering curriculum design and recruitment, retention and success of engineering students. He is the coordinator of ENGR101, an application-oriented course for engineering students placed in pre-calculus courses. He has also developed and co-teaches the Fundamen- tals of
as phasechange, phase transition temperature, crystallization, and ice nucleation, in existing universitycourses. We educated a diverse group of students and exposed them to state-of-the-art techniquesearly in their academic careers to consider pursuing a STEM career and higher education. Asoutreach, we also trained graduate students, as well as students from an adjacent communitycollege (CC). The developed curricular activities provided students with experience inexperimentation, data analysis, and technical writing. Based on the ABET assessment of learningoutcomes, we assessed our goals to educate students on 1) using multidisciplinary science,engineering, and mathematical skills to evaluate and address complex issues emergent in
schools in the northeast. There weren’t a lot of options for electives orclasses. All of the science classes that we took were marine science classes, including onetechnology class each year. For example, my freshman year I took technical writing and mysophomore year I took AutoCAD. Also, during my senior year I took a research class in which Iparticipated in a year-long research study that hasn’t actually been done before and will bepublished shortly about Microplastics on the East Coast, and that was an amazing class. My teachertreated me like an adult, a scientist, I was responsible for my own deadlines and due dates, and herattitude towards the class and towards my responsibilities in that class really made me want towork hard for it. I
appropriate software engineering tools in the development of a software product5. Manage the completion of a software project for an external customer6. Participate in several peer design walkthroughs, including the presentation and critiquing of each other’s designs during class time7. Participate on a multi-disciplinary design team to design and implement a software project8. Write a complete design document for a software system9. Write a management plan for a software project that involves time and resource estimates, personnel scheduling detail, and the determination of its production costsCIS 375 meets twice a week for 2 hours each class period for 56 contact hours over a period of 4months. The topics covered in this course are listed in
complexity, ease of administration, quality of information, etc. Examples of these include theVARK catalyst which divides input modes into four areas: visual (V), aural (A), read/write (R),and kinesthetic (K). Visual learners are these that prefer pictures and diagrams; aural learners arethe ones who prefer spoken words; read/write learners prefer the words being written down; andfinally, kinesthetic learners can accommodate other modes but prefer real hands-on experiencessuch as demonstrations and real-life examples (Driscoll & Garcia, 2000). The Index of LearningStyles (ILS) is another popular instrument used to assess students’ styles based on four dimensionsof Felder-Silverman learning style model. These include sensing/intuitive, visual
design industry for IBM and Broadcom for over ten years. He holds five US patents, several publications, and has circuits in over a billion chips around the world. His current research interests include laboratory teaching pedagogy, matrix converters in electric drives, and the application of power electronics in HVDC power systems.Mr. Kia Bazargan, University of Minnesota Kia Bazargan is an Associate Professor with the Department of Electrical and Computer Engineering at the University of Minnesota. Has has published over 70 peer-reviewed papers and book chapters related to FPGAs and VLSI computer-aided design. He received his Bachelors degree in Computer Science from Sharif University, Tehran, Iran, and the MS and
Maryland’s PROMISE AGEP,LSAMP, and LSAMP-BD delegations demonstrated a clear need to assist the global community.They were particularly interested in working on problems related to industry innovation,infrastructure, gender equality, sustainable cities, and communities. Students realized thatapproaches to solutions could not be centralized to their own country, and that their proposalshad to be feasible and logical for other parts of the world. As an example, challenges withbringing clean water to remote regions and approaches to sanitation required a need to take timeto learn from peers from other countries. Students were asked to provide ubiquitous solutions tothe problems. They were asked to consider themselves as part of the respective
Reading the text, slides and working the problems helps; and getting questions answered in class too Practice, Practice, Practice. What I find most helpful is working problems, both homework and in class activities. I like working on the problems in a flipped classroom because it is giving me a chance to see what I had been doing wrong in the homework. The class activities give us a chance of solving the problems with our peers discussing the concepts that helps. Class activities are helping me.But, basis can be discussed in a more clear way before starting with the class activity. I do like having a work day on fridays where we are simply working on the classroom assignments
working-class families. Value isplaced on students’ leadership experience and potential as we expect the GTI fellows to sharetheir learning and influence their peers after their study-tour. So, the impact goes beyond the 21-25 GTI fellows we select each year.2. Evolution of GTISince 2004, we have sent over 180 GTI fellows to Asia through the GTI program1 2 3. The firstthree cohorts (2004-2006) visited Taiwan and China, the next three traveled to India (2008-2010), the next three visited Taiwan and China (2011-2013), and the last cohort (2014) visitedTaiwan. During this eleven-year period, we have made four programmatic shifts. First, in 2005,we extended the scope of GTI from a focus on the global economy to include environmental andenergy
making based on initial problem articulation to address tradeoffs,performance, design requirements, and broader impacts. The challenges allow for peer teaching andclass discussions of what answers/decisions are justifiable, as well as an opportunity to clear up anymisconceptions. Table 2: Summary of In-class Activities Analysis Phase Multidisciplinary Systems for In-class PBL Activities Coffee maker, Vehicle suspension, Land use planning, Wyndor Glass Co. Define manufacturing, Radiation therapy treatment design Represent Stereo speaker, Vehicle suspension, Student motivation to study in college Stereo speaker
design and/or solve engineering problems using theoretical, experimental, and numerical approaches, while appreciating the applicability and limitations of these approaches. Students will be able to think critically, analyze data, and generate appropriate data if needed. They will also be able to communicate their results and findings both orally and in writing. Above all, they will be prepared to successfully complete their engineering education.These objectives were distilled down to specific student learning outcomes (SLOs) that areshown in the figure below. By focusing on the objectives and SLOs of the core program, wewere able to avoid focusing on the traditional linear progression of core content and have begundeveloping
positions with the social hierarchy and theirengineering teams. However, these identities were only accessible to majority students andunderrepresented students were often left out of the team dynamics. This study emphasized thebest practices of promoting teamwork with diverse students including: (1) teaching aboutdiversity, especially teaching how to respect one’s teammates and the client’s needs; (2)organizing teams to reduce conflict, balance gender composition (or have all-men or all-womenteams), and improve trust; (3) incorporating peer feedback throughout the duration of the teamand using it to mediate disrespectful interactions and unacceptable practices; (4) including a widerange of teamwork expectations in grading practices; and (5) better
and how theseactivities helped them improve their research skills. Several students reported improvedcommunication skills in the context of the research they participated in, particularly throughreading, writing, and vetting of ideas through discussion.Seven of the nine participants mentioned reading peer reviewed journals. Since the journal was ascientific journal and they read it within the context of a research project, they saw this activityas a research activity. They read journals to learn about the topic that they were working on, to 11learn what others had done, and to apply what they had learned in their own experiments.Reading, however
accommodations, and others were very different. Both groups faced difficultyconversing with instructors and getting critical needs met, like access to recorded lectures.Students also witnessed and experienced ableism regularly [8], which often discouraged themfrom asking for support, a finding that was similarly supported by Goodwin [9]. Someaccommodations frequently failed, like the peer note-taker accommodation, which preventedregistered disabled students from utilizing resources that the university agreed they need tosucceed. This supported the data that there is a measurably lower chance of disabled engineeringstudents using their accommodations compared to their non-STEM peers [10]. Students withoutaccommodations had to decide which supports were
Figure 1. Graphical model of emerging experience themes identified from the life history interview Theme 1: All of the women participants were aware of gendered ways of being anddoing. For some, their earlier familial/parental influences on non-gender defined ways of beingand doing allowed them to explore what they were interested in and comfortable with who theywere while they were exploring. For others, it was the positive experiences and influences fromother people or peers that helped them to develop a sense of self and ignore or reject theessentialization that gendered roles and expectations typically prompt. However, the mostimportant contributing factor was their own “I want and I can
individualized tutoring tostudents who have trouble in a course. All students take the python programmingcourse and are placed into mathematics, either precalculus or differential calculus,based ontheir performance on a math placement assessment. Students are given the option toaccept or decline the grades for the summer courses. There is no penalty for declininga grade. Ultimately, our goal is to build students’ confidence and facility with thesecourses. 2. Enrichment SeriesThe enrichment series includes training on college readiness (study skills, timemanagement, self-advocacy), professional readiness (resume’ writing, technicalwriting, presentation skills), science identity and community (belonging, Blackfemale role models, peer-mentoring
ASEE in 2016 [1].The project team, all of whom are authors of this paper, includes a math professor (Hartenstine),a computer science professor (Fizzano), the host institution’s College of Science andEngineering’s STEM Outreach and Inclusion Specialist (Barber DeGraaff), as well as aneducational researcher (Brobst) and a project evaluator external to the host institution (Litzler).First, we will discuss program activities which include: recruiting, first-year seminars, eventsaimed at developing professional growth, near-peer mentoring, and advising. Next we detail theresearch methodology and results which are focused on understanding how the programactivities contribute to a student’s self-efficacy, identity, and sense of belonging (SEIB) as
to that, he was working as a Research Specialist in the Department of Physiology at University of California, San Francisco. He has authored over 85 peer-reviewed publications in journals such as Langmuir, Biomaterials, Journal of Orthopedic Research, Journal of Biomedical Materials Research, etc. and has and h-index of 37. He has also presented his work at numerous national and international level conferences. He received his Ph.D. in Bioengineering from University of Illinois at Chicago in 2003, M.S. in Chemical Engineering from Illinois Institute of Technology, Chicago in 2000 and B.E. in Chemical Engineering from M. S. University in India in 1998.Dr. Kimberly Catton P.E., Colorado State University Professor of
2015-2016. Week Intro Engr Proj Engr Proj 1 Engr Proj 2 1 CDS Overview Introduction Syllabus 2 Syllabus, Safety Proj 1 Lecture - 3 Fabrication Lab Safety - - 4 - - - 5 Rubrics, Logbooks, Proposal Team Presentations - 6 - - - 7 - - - 8 - Peer Evaluations - 9 Peer
intangible factors that students use to identify asengineers such as “making competent design decisions, working with others to share ideas andaccepting responsibility”4. At minority serving institutions, African American and Latina/ostudents’ identity development is shaped by the positive experiences with faculty and peers intheir programs25. In identifying as engineers, students express a certain pride in the rite ofpassage of overcoming the challenges of the engineering curriculum3,25. There are some genderdifferences with regards to engineering identity; women are less likely to identify as engineersthan men, especially freshmen female students4. Significance of Study The majority of the research in
were most involved in creating it; students who participated less in thetechnical aspects of projects may not observe the same improvements in engineering self-efficacy as their more-involved peers. Page 26.1328.2In this study, we are focusing on the relationship between the tasks that students take on inproject work and student’s beliefs and characteristics: specifically, academic self-confidence,engineering self-efficacy and gender. We are examining the relationship between the tasks thatstudents take on during a project course and the students’ incoming and outgoing confidence andself-efficacy levels, by exploring the following research
district. The lack of this importantresource results in rural students being ill prepared for college level math and science courses ata greater rate than metropolitan students. This lack of academic resources is reflective of thesocioeconomic disparity between regions. This is not surprising since URM primary and middle grade math scores are much lower thantheir White and Asian peers. North Carolina students’ average National Assessment ofEducational Progress (NAEP) math score for fourth graders was four points higher than thenational average of 240 in 2015. URMs average score was 232, eight points lower than thenational average and 21 points lower than White students. Eighth graders’ scores for all NorthCarolina students was equal to the
Wednesday Friday Traditional Reading assignment Lecture Lecture Lecture Blended Online reading Lecture Worksheets, group projects, case studies, or homework time. assignment Held in active learning space working with peers and instructors.To answer the question, Do students benefit from the blended course?, we compared exam scoresfrom the traditional and blended courses. To answer the question, How do students progress onBloom’s taxonomy in the blended course?, we used worksheets that served both as learningactivities and measurements of Bloom’s taxonomy progress. We focused on two concepts thatstudents typically have
or she can change the world and make a differenceforever, that mentor leaves an indelible mark on the mentee. Above all other professions,engineering has the power to change the world on a large scale. Since I started to take my mentorship duties seriously, and I started reading aboutmentoring and visiting websites dedicated to mentoring, I realized that my vision and myphilosophy are similar in some ways to other mentors, but in some ways, they also are quiteunique. Upon discussing them with other faculty, I could see that when people write aboutmentoring they make it appear more institutionalized and well regulated but when they talkabout it, mentors emphasize the personal touch and the relationships that they developindividually
instructional guides and textbooks. However, it is difficult tomeasure effectiveness. For example, Professor Masahiko Yamazaki from Nihon University inJapan created his own textbook and hands-on exercises. Having accessible material with ways totrack progress would be beneficial for faculty and for students.Furthermore, engineering professors are eager to see how their peers at other colleges anduniversities are progressing and how other engineering departments have implemented newerteaching approaches. Figure 6: Desired resources [8]Evaluation of Autodesk ProjectsRegarding how the interviewees view Autodesk projects, the feedback was extremely positive.All ten professors stated that they would like access to Autodesk