Alternatives: Apply brainstorming techniques to creatively solve the problem. ▪ Rapid Prototyping: Use available materials for quick prototyping. ▪ Mindful of Process: Describe and reflect on the design process. ▪ Visual Thinking: Document ideas and solutions visually in a design notebook.Over the span of just one week, students are introduced to the sequential steps of the designprocess and are afforded ample time to refine their designs. The challenge promotes iterativedesign through a tinkering pedagogical approach [4], which strikes a balance between rigorousengineering analysis and fostering creativity. Throughout the process, students meticulouslydocument their design journeys and engage in reflective exercises to evaluate their
topodcasts, reading the transcripts, and/or creating podcasts or podcast scripts is in line withUniversal Design for Learning (UDL) guidelines of creating multiple means of engagement,representation, action and expression [2].The first and easiest method involves assigning students to listen to a podcast episodeaccompanied by a written reflection response. Podcast listening assignments are a goodalternative to assigning a reading. Before assigning students in course to listen to a podcastepisode, the author suggests polling students about their familiarity with podcasts and the use ofpodcast player apps. Many podcasts provide access to full transcripts for each episode, which canalso be provided to the students. An effective way to help students
communication.However, a noticeable gap emerged during PDR, CDR, and FDR presentation, where studentsoften fell short in providing adequate information to elucidate their design or present acomprehensive picture of the project's progress and completed work. When prompted for self-reflection, students expressed confusion, having adhered to the rubric, yet finding their workquality not meeting the expectations of sponsors and instructors. The critical missing elementwas identified as the quality of the presented work and the overall narrative. Students, engrossedin checking rubric boxes and conforming to rigid categories, inadvertently neglected the crucialinformation transformation process and the art of effective storytelling.The investigation unfolded in a
the earlier portion of the course. Theauthors (instructors of the course) provide (1) ideas for experimental topics of interest which areapplicable to chemical engineering students, 2) focused research opportunities with facultymembers or local entrepreneurs and businesses, and 3) community-based learning experienceswith the ETHOS center at the University of Dayton. Once the instructor approves astudent-centered experiential learning project, the students define the specific objectives, performexperiments or simulations, and summarize the analysis and findings in a final technical report ormemorandum. After submitting the final report, students also provide a written reflection of theirwork and learning experience.In the most recent academic
the contextof a perceived discomfort level experienced by faculty participants. The FLC is paced so that thefirst year focuses on engagement with DEI knowledge, mindsets, and skillsets such as self-inquiry and reflection; the second focuses on translation of these learnings to the studentenvironment, such as course design; and the third focuses on creating a wider impact andinclusive community across the academic college. This three-stage process includes appropriatefeedback loops for reflection, assessment, and improvement of the process.Reflecting a constructivist theoretical framework, this pacing allows for progressive building onprior learning and understanding to operationalize best practices in a collaborative and positivespace. The
to improve teaching and learning in undergraduate mechanics courses. He is the author of the book Fundamentals of Structural Mechanics (Springer 2005) and the recently published book Fundamentals of Structural Dynamics: Theory and Computation (Springer 2022).Efhalia Chatziefstratiou (Lecturer) © American Society for Engineering Education, 2022 Powered by www.slayte.com The accuracy of self-assessment in engineering mechanicsAbstractThe ability to reflect on one’s own learning is a critical skill for students to have, but courses rarelyoffer dedicated time to develop that skill. The use of self-assessment, where the student assessestheir own work
’ experiences in K-12 and higher educationas they adapted to new technology while education shifted to an online format as a result ofCOVID-19. This autoethnographic study sought to understand commonalities in five instructors’attitudes toward online education tools, external variables that affected their adaptation, and theiroverall perceptions of the technology and its usefulness. The research design was guided by theTechnology Acceptance Model (TAM). Deductive analysis of reflections, interviews, and focusgroup transcripts demonstrated the presence of TAM constructs in participants’ experiences.Participants recognized the usefulness of various technologies and tools but did not inherentlyview them or the experience of teaching online in a positive
empathyice-breaker activity, a metacognition exam reflection exercise, and interactive zyBook exerciseswere incorporated and implemented in AE 30 to help mitigate the effects of the pandemic in thenew online environment. The current investigation presents the assessment of the activities andexercises as effective means of improving student engagement, participation, and performance inan online modality amid a pandemic during the Spring 2020 semester. Instructor observationsrevealed that the cognitive empathy ice-breaker was a powerful way to allow students to sharedifficult emotions but created a distracting and intimidating atmosphere. However, after thecognitive empathy ice-breaker, students were more engaged and participative than on other
learning, reflective eportfolios, and professional development of graduate students related to teaching.Maria L. Macik, Texas A&M University Maria Macik is an associate instructional consultant at the Center for Teaching Excellence at Texas A&M University. She earned a B.S. degree in psychology and sociology from Texas A&M University, an M.S. degree in educational psychology, and is currently pursuing a Ph.D. in educational psychology at Texas A&M. Her research interests include: curriculum (re)design, creativity and innovation in higher education, and reflection and transformative learning.James Kaihatu, Texas A&M University Associate Professor of Civil Engineering at Texas A&M University. Have
the various preferences and styles bywhich students learn. As such, the purpose of this paper is to present evidence on the effect offormative assessment design on student performance, and whether this effect varies by studentlearning style. The results from this study can be used by engineering educators to eitherdiversify or personalize their assessment style.This work is grounded in the Felder-Soloman learning style model, a model that was developedwithin engineering education and has been validated and widely used within the field. Thismodel categorizes learning styles along four distinct dimensions: perception (sensing versusintuitive), input (visual versus verbal), processing (active versus reflective), and understanding(sequential
technological and engineer- ing philosophy and literacy. In particular how such literacy and competency are reflected in curricular and student activities. In addition he is active in research of engineering education and new focuses on engineering pedagogy. Page 26.1572.1 c American Society for Engineering Education, 2015 The Role of Transdisciplinary Courses in the Reform of the Engineering Curriculum. A Case Study.AbstractThe case study presented in this paper is a description of a blended transdisciplinary SmallPrivate On-Line Course (SPOC) conducted by one of the authors
of the importance of creativity to their professional andleadership development. Then, we explored whether those perceptions could be influenced throughactivity-based learning. Specifically, we embedded creativity concepts and practices within amasters-level engineering course focused on professional and leadership skills at Liverpool JohnMoores University (LJMU). Creativity was introduced through a dedicated 3-hour lecture sessionand several activity-based learning sessions throughout the course. We captured the students’awareness and perceptions of creativity at multiple points throughout the course using acombination of assessments, including tailored questionnaires, the Belbin team roles instrument,self-reflection questionnaires, peer
Disney, reacting to 3Greenpeace’s video on NewBees[11], exploring the Kinetic Art movement[12], or exploring atheme from Frankenstein. To aid the students in the process of exploring a literary piece for design ideas, two mainadditions were added to the requirements for the project. The first was a structured way tointeract with the book that allowed students to document passages that could be used forinspiration in the design process, to convert these to a visual representation of a concept, and toverbally portray the connection between the design and the passage. These “reflection”assignments were accomplished through a type of two column notes. The second was to providea list of technical objectives for the robot. This allowed the
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
materialssciences engineering disciplines. The course met for 100 minutes twice a week for 10 weeks.The course content was defined by the instructors, but the instruction was (to a high degree)tailored to the understanding of the students because it was the students themselves whodesigned the instruction. The course focus was on reflective practice and on findings fromcognitive science and education research and their application to engineering teaching andlearning. Throughout the quarter, we tried to maintain a tension between theory and practice. Onthe theory side, students became familiar with conceptual change, memory, motivation, and otherlearning concepts. On the practice side, students were exposed to innovative teaching methodsthrough the example
liberatory pedagogy in bell hooks’ Teaching to Transgress. Ibegin by summarizing some key ideas from the book and subsequent calls for more liberatorypedagogies in engineering education. Next, I provide some context for my specific course as wellas my positionality. I discuss the course redesign along four themes: creating a community oflearning, transgressing against objectivity and apoliticism in engineering, promoting legitimacyand intellectual authority, and centering critical reflection. Finally, I conclude by reflecting onmy successes and challenges, and providing some lessons learned about “teaching to transgress”in an engineering technology and society course that I hope will be useful to instructors ofsimilar courses.BackgroundTeaching to
their prototype was functional but still needed improvement. After thesemester, students were each asked to reflect about the course. Altogether, students’ reflectionsshow that they perceived that they learned more, were more engaged, and were less stressed in thiscourse than in a traditional lecture-style course. Their learning spanned new knowledge, hands-onskills, research skills, professional skills, and problem-solving skills. While the students were notall able to directly use the knowledge gained through the course in their research, they all reportedgaining new skills or knowledge that will be transferrable to their future careers.KeywordsProject-based learning, plug-and-play motherboard, 3D printing, soft lithography
reflect further on themethodology and its potential for use in other engineering education research. Throughout thecase study section of the paper, we will use the terms we and the researchers to refer to the twoauthors of this paper and the participants to refer to the two people enrolled in our study. Outsideof our positionality statements, I will refer to the first author of this paper, Alexis Gillmore.Case study: Representing Researcher Identity with I-poemsResearch ContextIn the work presented here, we aimed to learn how members of an interdisciplinary researchteam represent their identities as researchers within the team. We expected that the participant-generated I-poem method we employed would lead to unique results compared to
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
) framework to actively promote research quality.Our reflection data illustrate how numerical reporting conventions, formative life experiences,and professional aspirations can all affect a young engineer's perception of the relevance ofvariability. We conclude with a discussion of implications for instructional practice.IntroductionVariability—the phenomenon of non-identical values—is core to modern science. The movebeyond calculating averages to the study of real variation is one of the most important scientificdevelopments of the 19th century [1]. Ernst Mayr [2] positions variability as fundamental tounderstanding evolution through “population thinking.” Statistics as a discipline exists in largepart to develop techniques to study variability
2020 [13 and 14]. The key message gleaned is that engineering education has toadapt to the challenges of the future. For engineering education to adapt for the challenges of the future, curricular changes are needed –but those must be part of a larger systemic change in the organizational culture of engineeringeducation. Faculty are the critical component in achieving the necessary systemic transformation.Facilitating the development of desired skills, dispositions, and reflective habits of mind within ourstudent populations requires a critical mass of faculty able and eager to embody and enact thesedesired characteristics. How can we assist faculty to be vital stakeholders in the cultural shift weseek within engineering education, a shift
students participate in an organized service activity that meets identified communityneeds and reflect on the service activity in such a way as to gain further understanding of coursecontent, a broader appreciation of the discipline, and an enhanced sense of civic responsibility."(Bringle & Hatcher, 1995). Many past studies (e.g. Eyler and Giles, 1999) have shown service-learning to result in positive outcomes in cognitive and affective measures for students as well asbenefits to the community, faculty, and institution.Different embodiments of service-learning have developed in engineering in recent years. Directplacements in the community are utilized in the first year programs, such as at Cornell andVirginia Tech, for example. More often
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
education, the Eco-STEM project embraces anasset-based ecosystem model that thinks of education as cultivation, and ideas as seeds we areplanting, rather than a system of standards and quality checks. This significant paradigm andculture transformation is accomplished through: 1) The Eco-STEM Faculty Fellows’ Community of Practice (CoP), which employs critically reflective dialogue[1][2] to enhance the learning environment using asset-based learner-centered instructional approaches; 2) A Leadership CoP with department chairs and program directors that guides cultural change at the department/program level; 3) A Facilitators’ CoP that prepares facilitators to lead, sustain
secondary science education, also from UVA, and taught Physics at Washington-Liberty High School in Arlington, VA. Dr. Shirey received her Ph.D. in 2017 from the University of Maryland in Education with a focus on teacher challenges and productive resources for integrating engineering design into high-school physics. Through her work as a Knowles Teacher Initiative Senior Fellow and founder of eduKatey LLC, Dr. Shirey provides and researches engineering-integrated STE(A)M curriculum, professional development, and teachers’ reflective growth practices. © American Society for Engineering Education, 2022 Powered by www.slayte.com Using Bio
comes fromhands on testing and each team will ensure testing of concepts prior to solidifying final designs.As part of this process, each team member is required to report – in memorandum format and inan oral presentation – their prototype design, device, test procedure, and test results. They submittheir work to the instructor and share their results with their team members. At the end of thesemester the students reflect, using an online survey, on the role the individual prototyping andtesting experience played in their (1) contribution to the team, (2) learning of technical matter,and (3) confidence in working a design project in the future.This paper reports on the student responses to this reflection. It also reports on the evaluation
equity, which is reflected in her publications, research, teaching, service, and mentoring. More at http://srl.tamu.edu and http://ieei.tamu.edu.Samantha Ray, Texas A&M University Samantha Ray is a Computer Engineering PhD student at Texas A&M University. Her research focuses on creating intelligent systems for tasks that require human-like levels of understanding. She has previously worked on human activity recognition (HAR) systems for promoting healthy habits and educational tools using sketch recognition and eye tracking.Ms. Donna Jaison, Texas A&M University Donna Jaison is a PhD student under Dr. Karan Watson in the Multidisciplinary Engineering Depart- ment at Texas A&M College Station. She is a
increasing first year students’ understandingof diversity, equity and inclusion (DEI) issues without impacting the overall learning outcomesof the course. These changes included: ● Creation of a pre-class/-lab assignment ● In-class/-lab discussions ● Collaborative creation of team and Class/Lab RulesAt the core of these course additions were case studies related to diversity and inclusion issuespresented at the STEM diversity forum. Students were tasked to read the case studies, reflect onquestion prompts and submit their ideas towards the creation of team or class rules that could beput in place to prevent the situation or what action they would take if they witness similarsituations on their own team or another team. This approach of
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