the MSLQ were scored and assembled into fifteen groups as per [19], andincluded among other groups: intrinsic goal orientation, extrinsic goal orientation, task value,control of learning beliefs, self-efficacy for learning and performance, test anxiety, rehearsal,organization, critical thinking, time and study environment management, and peer learning forexample. Only the self-efficacy for learning (Pearson correlation = 0.31, n = 42) and time andstudy environment management (Pearson correlation = 0.37, n = 42) rose to the marginalcorrelation level with exam 1. The MSLQ was not selected as a tool for identifying at-riskstudents on two accounts. First of all, for lack of a strong correlation between the MSLQ andexam 1, it does not seem
the instructors and helping support all thestudents, the assignment of three sub-groups created a clear structure where students had pointsof contact in between sessions, and for subsequent break-out sessions or activities which requiredgroups, it was easy to fall into these mentor groups. It should be noted that all Peer Mentors hadreceived training in the Guaranteed 4.0 Program and were able to check students’ bullet pointnotes and other assignments. In this week, the instructor lectured on the concept of forming goals using the“S.M.A.R.T” technique. Students were tasked with writing down goals for the semester and/oryear, and then reviewing a few ancillary resources online about the acronym of “S.M.A.R.T.”They were then tasked with
open-ended work. This includes writing exercises,13 designproblems, and program code.14 Available peer-review tools include Calibrated Peer Review, PeerScholar, Sword, and the author’s Expertiza15 system. If assignments are done in teams, one cangauge the contributions of various members by having the students assess each team member’scontribution to the project. The CATME application16 is useful for this.New pedagogiesIn the last twenty years, a variety of techniques have been developed for helping students towork in groups. Their purpose is to promote active learning, but they also serve to discourage Page 23.1151.8
for Engineering Educationlessons will quell most student anxiety. No matter when the lesson objectives are provided to thestudents, the lesson objectives must be assessed at the conclusion of each lesson.The table usually following each hint presents feedback or assessment from peers and students,as well as self-assessment at the conclusion of a lesson and a block of lessons. Review of theassessments for the team members over the past year provided valuable insight for each hint. Establish Lesson-Learning Objectives Peer Self Student • Always write them on • Important to give the • The lesson objectives
brought about by our redesign, and wouldencourage our colleagues to consider how to center community building within the design ofengineering courses as we have shown in this case.IntroductionPrior to the broad shift to online teaching in response to the COVID-19 pandemic, students whoselected to be online learners were quite different than students who chose in-person courses.Online learners tended to be older [1], [2]–seeking convenience of asynchronous learningenvironments [1] while they balanced work with their education [2]–as compared to residentialstudents who were more traditional aged and sought face-to-face connection with their peers andinstructors [3]. Since 2019, the group of students who are online learners has become larger andmore
, faculty can encounter difficulty ensuring individualgrades reflect the quantity and value of individual work and not just the collective grade of thegroup. This paper outlines the various steps the mechanical engineering faculty took to provide amore standardized, objective, fair grading process in the capstone course. These steps includeuse of a non-numeric rubric for grading briefings, graded peer reviews, a more objective rubricfor grading written documents, and the use of course directors to standardize the grading process.Introduction The mechanical engineering curriculum at the United States Military Academy (USMA)includes a capstone design project as a culminating experience that draws on fundamentalengineering concepts students have
both a large scale, hands-on, team-based curricularcomponent, and a residential-based, co-curricular component. The goal of this program is tograduate engineering students with knowledge, experiences and mindsets that prepare them tofunction in the rapidly changing global engineering world of the 2000s. The development andcomponents of this program, other than the industry engagement described herein, have beenpreviously reported1,2. A brief summary and update is included to provide context for the rest ofthis paper.The engineering education literature has provided many summaries of living-learning programsin recent years 3-6. Common features of these programs typically include scheduling certainclasses in common, tutoring, peer mentoring
Experience in a First-Year Engineering CourseAbstractThis research paper describes the integration of design experience in a first-yearengineering course at University of Michigan-Flint. To develop knowledge and skillswithin first-year engineering students, the integration of design curriculum inintroductory engineering courses is important. A study was conducted among the first-year students who worked in teams with senior students on engineering capstone projects.The primary objective was to provide a comprehensive experience in product design anddevelopment processes such as teamwork, design, analysis, manufacturing, etc. Anotherobjective was to develop a peer-mentor relationship between these students to
practiced at developing objectives and outcomes. The project objectives andlearning outcomes for the summer immersion experience using the LLP methodology follow theprogram objectives and outcomes guidelines set by ABET [5]. Our program objectives andoutcomes are designed to support the overall goal of engaging students through innovativeengineering design and experiential learning.The specific objectives for the workshop are that students will be able to: 1. Conceptualize, analyze, design, implement, and evaluate engineering solutions; 2. Work effectively as a team member; 3. Communicate effectively through speaking, writing, and the use of presentation tools; 4. Adapt to technological changes and innovations to gain efficiencies in cost
of nanomaterials relevant to energy conversion and storage devices. Dr. Banerjee’s teaching interests lie in the fields of thermo- dynamics and heat transfer. He has received several prestigious awards including the 3M Non-tenured Faculty Award in 2013, the Pratt Fellowship at Virginia Tech and the Best Poster Award at Dean’s Forum on Energy Security and Sustainability at Virginia Tech. He has published over 30 peer-reviewed articles and presented nearly 30 times at national and international meetings, organized symposia at conferences and serves as a frequent reviewer and referee in his field. Page
mathematics faculty member or an electrical engineeringfaculty member knows what hoops to jump through to get to the promised land of tenure.Their peers who will make the recommendation to grant or reject promotion and/ortenure all seem to know what it takes to vote for or against the candidate.In a typical university setting, as the lay of the land for a newly hired engineering orscience faculty member is presented and expectations are spelled out, and the necessaryresources such as laboratory space, equipment for experimental research, computer setup, release time, graduate and/or undergraduate student assistance, etc., are provided.Thus, the necessary elements of meeting a set of expectations are spelled out and anunwritten contract is agreed upon
Session 3230 1 + 1 = 3: Unanticipated Benefits of an Integrated Teacher Development Curriculum at Cornell Kathryn Hollar, Patricia B. Spencer Cornell UniversityAbstractOne of the strategic goals of the Office of Instructional & Research Support in the College ofEngineering at Cornell University is to enhance the undergraduate experience throughexcellence in peer instruction. Through curriculum integration and expansion of existingteacher development programs, we have been able to construct a student community whereteaching is discussed and valued. Since our
further information by reading articles and booksabout various empirically tested teaching methodologies.For these reasons, it is important to expose prospective engineering faculty toconstructive discussions of effective engineering education pedagogy and theory. In thepracticum course discussed in this paper, discussions about active learning approacheswere supplemented by relevant literature reading assignments. In addition, the GTAsreflected on their teaching practices and experiences to improve student learning. Thisallowed the GTAs to collaboratively analyze their implemented teaching methodologieswith their peers. This form of formative assessment further facilitated modification ofvarious active learning approaches to best fit in
credible Internet sources and the library’s research databases. Strategies forwriting accurate, vivid technical descriptions were presented using a collaborative in-classactivity in which each group examined the validity of a news story (i.e., Is it real or sciencefiction?). The article examination required groups to research the story and describe the sciencebehind it. In Week 3, the writing module focused on avoiding academic dishonesty and includedtime for peer-review of students’ major paper assignment via draft swapping.Engineering Discipline Panel Sessions: The Associate Dean for Academic Affairs coordinatedthe panel sessions. While the engineering modules were general in nature and did not discuss aparticular engineering field per se, they
development in chemical engineering at a large publicuniversity. The topical content which has been developed may also be used “À la carte” forincorporating elements into existing engineering courses if there is not room in the curriculumfor an integrated course of this type. The complete course content, including the syllabus,subject matter presentations, assignments, and relevant links, is available on a public web sitefor use by engineering instructors: (www.courses.ncsu.edu/che395). Course evaluationsindicate that students assign high values to this required seminar.IntroductionEngineering departments employ different strategies for introducing soft skills such as writing,oral presentation, teamwork, information literacy, and ethics. A frequently
shares someelements with collaborative learning or peer tutoring4: it provides a “social context” and a“community of knowledgeable peers” (p. 644) that students can participate in, even ifthat participation is simply sitting in the audience or watching a video of one of theirpeers presenting. Participation in the social context and community is not always passive,however. As will be described below in the ‘Results of student surveys’ section, Idol somotivated one of the prize-winners that he organized a series of Idol-preparationworkshops to coach his classmates for the competition.Since students, even those who did not attend the Idol-preparation workshops, seemedmotivated by their peers’ Idol presentations, we became interested in which
community of practice that embodies professional diversity and excellence and ensures a personal commitment by those selected to participate. • Utilize pre-travel activities to present learning materials, webinars, and required assignments that establish baseline knowledge, foster peer relationships, and build the context for the international experience. This front-end work also helps ensure the best use of valuable time abroad. • Ensure knowledge capture and retention by requiring daily writing exercises while traveling. • Utilize post-travel assignments to support integration of acquired knowledge into participants' professional and instructional practices. Setting personal learning goals prior
Engineering. At LMU, her main research areas are divided along two avenues: (1) numerical simulations of earthquake source physics, which relates to her graduate work, and (2) developing, imple- menting, and assessing the effectiveness of educational interventions that support student persistence in STEM.Ms. Meredith Jane Richter, Loyola Marymount University Meredith Richter is a mechanical engineering undergraduate student at Loyola Marymount University in Los Angeles, CA. She is interested in peer-mentoring research because she is a female engineer striving to change the stigma and demographic makeup of STEM disciplines. She is currently involved in her senior design project, which focuses on using additive manufacturing
andcommunities; (2) peer cohorts, providing social support structure for students and enhancingtheir sense of belonging in engineering and computer science classrooms and beyond; and (3)professional development from faculty who have been trained in difference-education theory, sothat they can support students with varying levels of understanding of the antecedents of collegesuccess. To ensure success of these interventions, the CAPS program places great emphasis ondeveloping culturally responsive advisement methods and training faculty mentors to facilitatecreating a culture of culturally adaptive advising. More details of CAPS interventions can befound in [4].CAPS program is a 5-year project that started fall 2018. The program planned to support
two 100-level engineering courses, an algebra-based physics course, and acollege algebra course. Otherwise, all other courses they take are the same as those offered inthe 4-year curriculum. The 5-year program also has the advantage of a lower credit load persemester which allows these students more study time per course. The three main goals of thefreshman curriculum developed for this program are to provide these students with (1) the skillsthey will need to compete with their peers in the 4-year program, (2) immediate contact with theengineering faculty and peer students, and (3) an introduction to the rigor and commitmentrequired to successfully complete an engineering program. The first 100-level engineeringcourse focuses on the
leadership studies at North Carolina A&T State University. Her research interests include multi-criteria decision making, intellectual sustainability in higher education, corporate social responsibility and ethics, and East Asian higher education systems. She has presented numerous workshops on issues related to minority affairs, graduate admissions and funding opportunities, intellectual capital management and investment, core professional development competencies, and graduate research and teaching assistant training and assessment.Dr. Shea Bigsby, North Carolina A&T State University Dr. Shea Bigsby is the Coordinator of Graduate Writing Services in the Graduate College at North Car- olina A&T State
studies and professional practice, little has been done tointegrate IL to engineering curriculum.Research Questions:Does intentional information literacy instruction impact the quality of research produced by first-year students? Does the type of intervention make a difference?To operationalize these questions, the level of synthesis, quality of citations, as well as thewriting conventions were examined. The writing convention would be the primary level of IL inthe instruction. Can students use proper formatting and write a foundational piece of research.The quality and quantity of the citations, as well as their level of relation to the topic shows adeeper level of understanding and implementation of the IL instruction. The synthesis level ofthe
of eachcourse is reflected in their respective titles. The first course in the sequence is titled,“Engineering: The Art of Creating Change”. The title of the second is: “Engineering Projects:The Practice of the Art”.Both courses use assigned reading followed by reflection, writing, and discussion related to adebatable question (or questions) posed by the instructor. Section size is limited to 25 students.A relatively senior member of the regular faculty and one teaching assistant facilitate classdiscussion using Socratic questioning.Both courses also use design projects as vehicles in developing student understanding of keyconcepts. In the first, the course requirements manage student-team project activities; in thesecond, the student-teams
American Society for Engineering Education, 2018 Effective Teamwork Dynamics in a Unit Operations Laboratory Course1. IntroductionThe Chemical Engineering Unit Operations Laboratory is a unique course that relies heavily on acooperative team effort for successful learning that leads to a compelling laboratoryexperience[1-3]. In this course, team assignments play a critical role in the performance of agroup because every laboratory session involves peer interactions, hands-on experimentationfrom start to finish, data analysis and discussion, and a significant amount of writing time, i.e., aworkload that is intentionally more than one individual is expected to manage. The dauntingworkload for this course should
their peers, their management, various internal and external customers, and thegeneral public by corresponding, instructing, analyzing, researching, and presenting. Visuals anddocument design features as well as state-of-the-art hardware and software enhance anengineer’s ability to effectively communicate. Effective use of these tools requires knowledge of(1) what tools are available, (2) how to best integrate these tools, and, most importantly, (3)how the reader and listener best grasp written and orally communicated information.This paper describes a systems approach to integrating technical communication with theengineering curriculum. To introduce this approach, the basic theory behind systemsthinking—including systems methodologies and
experience.Successful programs, projects, and research at premier engineering schools around thecountry are equipping students with the advanced creative and cognitive abilities requiredto succeed as contemporary professionals. This paper is a review of the innovative, multi-disciplinary, educational methodology that is manifest in several types of new efforts,including: 1) Engineering design in a studio atmosphere; 2) Engineering courses forcreative problem-solving; 3) Encouraging creativity and insight through journal writing; 4)The agenda for creativity at the UK Centre for Materials Education; and 5) A focus on thepersonal creative process. Research for this review inspired The Creativity, Innovation,and Design Report, a new national publication dedicated
distance delivery at peer institutions isincluded to examine research and writing requirements common in CM programs with distancedelivery. Detail of corrective actions that have been implemented with limited effect areprovided. Finally, the program change for the most recent cohort of students enrolled in theprogram to a guided capstone academic writing activity under the direction of a single facultymember is described.IntroductionGraduate education in Construction Management (CM) has been slow to develop. In the yearssince the American Council for Construction Education (ACCE) was organized in 1974 by theAmerican Institute of Constructors (AIC) and the Associated Schools of Construction (ASC), ithas accredited undergraduate programs that
, whichmakes students try to write perfect notes without missing their instructors’ lecture notes duringclasses. However, these traditional conventions affected student learning as they used onlineresources clearly aligned with the dynamics course. Based on his personalized learningexperience, Oscar articulated how the online video resources affected his previous learningapproaches. I think I feel very prepared, because the way that the information is delivered to us it's very easy to organize and understand…I think it's changed the way that I use online resources. And also the way that I interact with my peers, because a lot of other assignments that we have to hand in are online assignments where you have an unlimited
results of an NSF sponsored program to implement an undergraduatepeer-to-peer mentoring model using concept mapping at the College of Technology-ComputerEngineering Technology (CoT-CET) program of the University of Houston. Realizing thebenefits of combining peer-to-peer mentoring with the use of concept mapping as a learning tool,the CoT-CET program launched a pilot program in fall 2008 to its freshman course in order toimplement and assess the impact of incorporating the two models. The study compares skillsreported by the students at the beginning of the semester with those collected at the end of thesemester. It also presents the results of the performance achieved by the mentored students in thepilot group and the performance of students who
that ETscholarship should take on an applied flavor while maintaining an appropriate objective andthorough peer review component to ensure the quality of ET scholarship and maintainrespectability and acceptance within the wider academic community.11, 14In a survey of seventy-six institutions with ET programs designed to investigate appropriatecreative endeavor, research, and scholarly activities deemed important for promotion and tenureof ET faculty, Buchanan identified the most highly rated creative endeavor activities forpromotion and tenure of ET faculty to be: (1) papers or presentations given at technical orinstructional conferences, (2) applied research activities, and (3) development of courseware orinstructional material.5During an