taught six different biology and engineering courses. Dr. Ankeny aspires to employ student engagement strategies in the context of biomedical engineering education in the future. Page 23.837.2 c American Society for Engineering Education, 2013 Just-in-Time-Teaching with Interactive Frequent Formative Feedback (JiTTIFFF or JTF) for Cyber Learning in Core Materials CoursesAbstractIn this new NSF-sponsored Type 2 TUES (Transformation of Undergraduate Engineering inSTEM) project, we are using engagement, assessment, and reflection tools developed in asuccessful CCLI Phase 1 project and are
– theonly instructor guidance is rule clarifications.After the allotted time, students are asked to reflect in groups on their experience. The class thencomes together to share the reflections and a lecture is given regarding the underlying conceptscovered by the impromptu design exercise. Note that the reflection, discussion and lecture arecritical because they solidify the concepts that are somewhat self-taught during the impromptudesign exercise.2.1.1 Motivation for the use of Impromptu Design Exercises: The educational research on designeducation is specifically focused on design as a behavior – that is to say that the act of design is aset of actions that the engineer does [5]. Thus, in order to develop this behavior, engineeringstudents
(covering objectives, required tools, and instructions), gradingrubrics, and students’ scores. Reflective insights from students highlight not only the successfulcreation of functional Morse code machines but also a profound appreciation for the practicalapplications of Computational Thinking and programming in the realm of Electrical Engineering.Classroom Activities Leading to ProjectIn the second part of the class, students were introduced to Python and various developmentenvironments, including Spyder from Anaconda 3, as well as the Python editor and simulator forthe BBC Micro:Bit. Following the completion of each class module or topic, students wereassigned brief programming exercises. These exercises required the use of Spyder to
engineeringdegree, and whether a student have chosen an engineering discipline to pursue. Several surveysadministered at strategic time points during the semester were used to track level of interest inpursuing engineering and to identify key events that can be consider as precursors to leavingengineering. Reflection essays were also employed to understand how the first semesterexperience affects student’s perception of engineering as a career of choice.An analysis of entrance surveys indicated a high level of interest in pursuing an engineeringdegree in most students surveyed. Key events, such as their first calculus test, triggeredindecision in some of the students. Early results identified a group of students at risk of leavingengineering during the
the water hammer wave is flowing to the right with the steady-state velocity, V; the fluid after the passage of the wave is at rest, but the head is increased by ΔH and the pipe wall distended because of the increased pressure.t = L/a The water hammer wave has reached the pipe entrance where the compression wave is reflected as an expansion wave. The fluid in the pipe is at rest, but the pressure is increased and the pipe wall distended.t = 3/2·L/a The expansion wave (the compression wave reflected from the free surface) is moving to the right and is half way between the pipe entrance and the valve. The fluid, moving to the left
scalable way across the entire class. Thisprocess provided the opportunity for individual student perspectives, wishes, and experiences tobe considered and incorporated into the group formation activity. Student reflections on the useof generative AI for group formation, including when compared to an opportunity forself-selection of teammates, were mixed with the majority recommending a mixed-methodsapproach of the use of AI but with a “human in the loop” component.IntroductionThis work is inspired by, and builds upon, the many existing techniques and tools currentlysupporting engineering instructors with incorporating teamwork into their classrooms. Thisranges from the forming of teams, overseeing of team dynamics, supporting
Engineering Department of Bangladesh University of Engineering and Technology. ©American Society for Engineering Education, 2023 AN INNOVATIVE ACTIVE LEARNING APPROACH IN CIVIL ENGINEERING EDUCATIONAbstract Active learning is an essential tool in STEM education to enhance in-depth knowledge.However, most civil engineering students learn reflectively. These students show lack ofinterests in lecture and remain less interactive. Hence, they neglect many fundamental conceptswhich are difficult to learn effectively through self-study. In this paper, a step-by-step effectiveactive learning method will be introduced which will encourage active learners to become moreattentive as well as will
program. The five components of the pedagogy are [1] . 1. Engagement opportunities that meet the needs of an underserved segment of society 2. Academic connection between the engagement and the subject material of a course. 3. Reciprocal partnerships where all benefit from the collaboration. 4. Mutual learning among all stakeholders, built on a foundation of respect. 5. Reflection on the experiences and its implications for the future.Research has shown many benefits for students across many disciplines [2-6]. Withinengineering, evidence shows learning across a broad set of profession and technical skills [7-11].Graduates report easier transition into professional practice and faster advancement in industrypositions [12
engineering students' conation has thepotential to be activated after learning in an introductory engineering course which wasdesigned to support students’ learning through the implementation of Cooperative Problem-Based Learning, an inductive student-centered approach that utilized authentic problems. Apre-and post-test instrument using Goal Orientation Index (GOI) was administered to thirtyfirst-year engineering students taking an introduction to engineering course. The GOI has 96-items of 5-ordered-categories questionnaire consisting of three primary constructs of strivingbehavior in conation: Plan, Act, and Reflect. The GOI was analysed using Rasch measurementmodel to evaluate instruments' measurement functioning through investigating items
engineering leader development in the classroom.This research paper utilized a systematic literature review approach to identify features ofidentity-based instruction. Instructional features in the literature were reviewed through thelenses of four identity frameworks: personal (self-authorship), professional (community ofpractice), leadership (leadership identity development), and engineering (performance, interest,recognition) identities.Nine instructional features that support engineering leadership identity development emerged inthe literature: values, language, reflection, authentic experiences, scaffolding, group learning,diverse perspectives, technical skills, and social skills. These findings provide preliminaryguidance on how to support
their own leadershipidentities through a variety of lectures, discussions, case studies and experiential exercises.Students write weekly reflections on their learning using a Describe-Analyze-Evaluate format[5]. At the end of the term, they submit a summative reflection on the course in which they areasked how their understanding of leadership has evolved, and which concepts, frameworks orexercises have had a strong impact.We have used the ELO inventory for a number of years in our classroom as a self-assessmentactivity. Students are introduced to the ELO framework through a lecture and course reading.After completing the inventory in class, they gather in groups by orientation with large posterboards that characterize each of the orientations
iterations of a newengineering design course offered to senior undergraduates and graduate students, a journeymapping assignment has required students to reflect on their own experiences traversing throughengineering culture. These journey maps are also shared in small group discussions during classto uncover similarities and differences in student pathways, highlighting areas of overlap,commonalities, and disparate experiences. Informal student reflections on the assignment suggestthat viewing others’ journeys through engineering normalizes individual struggles, as nojourneys are direct, all feature ups and downs, and most involve deeply questioning ifengineering is the desired outcome. This work in progress paper describes the background andprior
activity exploring environmental justice andhow it intersects with energy policy. Lastly we developed some large-scale examples spanningmultiple classes. Our campus has a small renewable energy generating station (EnergiPlant) thatwe spent several weeks analyzing to explore concepts of both solar and wind energy. We alsointroduced The Seven Generations principle, a conception of sustainability from theHaudenosaunee (Iroquois) Confederacy, and used it as a framing for multiple conversationsthroughout the semester [4].Reflecting on this experience we are keenly aware how much effort was required to identify theexamples and incorporate them into our class. Four faculty collaborated on the development ofthis course over four years, a substantial
camera and lens combination are device dependent. Forinstance, in reflected-UV imaging, UV illumination reflects of an object and is recorded by aUV-sensitive camera. UV fluorescence imaging is based on the UV illumination that stimulatesfluorescence at a longer wavelength than UV excitation source. The resulting fluorescence andimage are typically in the visible band and can be captured by a color camera. These opticalsensing system specific results require high-definition cameras with multispectral sensitivities.Thus, it is critical to provide an integrated and efficient approach to address the variability of UVbased optical sensing systems.The objective of the research is to develop a new adaptive UV image processing algorithm totransform our
concerns. Simply asking ”What can Ido to help you learn better? What can you do to learn better?” helped students reflect on theirlearning behaviors, and in many cases, improved their experience throughout the course. Thisstrategy provided an opportunity for students to take more responsibility for their learning andvoice their feedback about the course. The assessments also helped the faculty member improvethe course in real time. With this approach, the instructor also identified a number of learningbottlenecks, where a significant number of students were having problems. This very simpleformative assessment strategy proved to be a powerful tool for creating a student-centeredcourse. Findings from this study included providing the instructors
to gather it, and substantial reflection on bothexpected and unexpected results. These problem-solving decisions are similar to the overarchingthemes identified by Polya: understanding the problem, devising a plan, carrying out the plan andlooking back [8]. The results also agree with work on design problem solving by Jonassen,which emphasizes the importance of determining design requirements and creating constraints[9]. A detailed analysis of the interviews with unified terminology across the fields for the expertproblem-solving decisions is currently being developed and will be published elsewhere.The rest of this work described here focuses on the specific optics black box assessment, whichwas created based on common problem-solving
program value to indicate the exceptional learningopportunities SA programs offer.11, 12, 13, 14, 15, 16A review of literature provides an array of assessment tools that may be used as a stand-alone orin concert with other tools (See Table 1). Each of these tools provides information that enablesresearchers and SA faculty to better determine how programs enhance student learning.The tools are designed to indicate competency development in students in areas such asincreased cultural understanding, improved communication skills, strengthened language ability,flexibility, and open-mindedness.2, 3, 4, 9, 10, 12, 15, 16, 17, 18 In addition, this skill development oftenresults in personal reflection and growth that changes students in terms of their
ABET ASSESSMENT USING CALIBRATED PEER REVIEWIntroductionMost engineering programs have some type of capstone design experience. At Rose-HulmanInstitute of Technology (Rose) the Electrical and Computer Engineering (ECE) Department alsohas a similar set of courses. Therefore, the ECE Department decided to use senior design toassess EC3(g) (ABET Engineering Criterion 3-g): “ability to communicate effectively”.However, we needed/wanted a tool to help us develop our assessment process for EC3(g).The ECE Department was introduced to the Calibrated Peer Review (CPR) [1]. CPR is anonline-tool with four structured workspaces that perform in tandem to create a series of activitiesthat reflect modern pedagogical strategies for using writing
educators need to consider at thetime of developing their teaching philosophies, summarized below: a) Their objectives in teaching. b) Tools and methods used to achieve those objectives c) Tools and methods used to measure the achievement of objectives d) The self-reflection on why teaching is important for themThe goal of this paper is to analyze each one of these critical points, guiding faculty members towardsbuilding a document consistent with their interests and institutional mission. Page 9.405.1 “Proceedings of the 2004 American Society for Engineering Education Annual Conference & Exposition
one important optical property of materials. For liquid materials, it alsoprovides information to analyze liquids or mixed solutions, such as chemicals, foodstuffs, drinks,and pharmaceuticals. In general, the instruments to characterize the index of liquids weredeveloped according to the fundamental optical properties such as total internal reflection (Abberefractrometer)1, diffraction (grating)2, interference3, or deflection4,5, etc.Minimum deviation method (MDM) is one well-known and well-developed index measurementmethod since 1930.6-9 In this method, the index was deduced by the “minimum deviation angle”of the probe beam when it passed through the material under test. Such a material can be solid orliquid, but it has to be shaped as a
program has allowed for a more in depth cohesion of engineering content,pedagogy, and reflection. The PD program was split up into three distinct sections. In themornings, the teachers were team taught the heart lung curriculum by experienced engineeringfaculty and inquiry-based pedagogical facilitators. In the afternoons, the teachers applied whatthey learned as they taught students that were enrolled in the Upward Bound program. Whileteaching, the teachers were videotaped and observed by the INSPIRES team. After each lesson,the teachers and the INSPIRES team reviewed the recordings and collectively providedconstructive criticism to improve content understanding, teaching pedagogy and curriculumdelivery. Although this new PD program
teams; e) identify, formulate andsolve engineering problems; g) communicate effectively; h) understand theimpact of engineering solutions in their daily lives; and i) engage in life-longlearning. Each participated in pre- and post-surveys and reflections. Together,with our formal evaluation through tests and projects, they provide a baseline for Page 22.520.2other engineering courses regarding, knowledge, skills and dispositions necessaryfor future competent, confident and comfortable elementary school teachers ofengineering.It’s all over the news: Kindergartners doing engineering before they can evenspell the word. As school districts and state departments of
Session 3260 RESHAPING ENGINEERING EDUCATION TOWARDS THE PRACTICING PROFESSIONAL Josef Rojter Department of Mechanical Engineering Victoria University of Technology, P.O. BOX 14428 MCMC Melbourne Victoria 8001. Australia. Consider the turtle. It makes progress when it sticks its neck out. The evolution of knowledge based economies coupled with the accompanying socialchanges is placing new demands on engineering education in meeting societal needs. Thepoor image of the profession reflects the lack of strong links between engineering andcommunal development. Restructuring of
‟ instruction in engineeringlabs. Semi-structured interviews were conducted among five GTAs who were selectedpurposefully from an engineering lab, enrolling approximately 1800 students, to elicit GTAs‟self-reflections regarding their teaching philosophies, practices, and experiences in instruction.Content analysis was conducted to examine how GTAs engaged with the four elements of theHPL framework (i.e., knowledge-, learner-, assessment- and community-centeredness) withintheir engineering laboratories. Findings from our analysis offer an overall view of GTAs‟instructional practices in engineering labs and provide a general profile of GTAs‟ teachingrelated to the HPL framework. This profile may be used for the future training and evaluation ofGTAs to
justification of their decisions1. Further investigation is required in order todetermine how engineering students justify their decisions and whether the resulting decisionsand justifications reflect best practices in engineering design.The purpose of this paper is to develop a framework to investigate and assess the quality ofengineering students’ formal justifications of their engineering decisions. Using this framework,we identify aspects of decision justification with which students struggle with an end goal of Page 23.1227.2identifying need areas for instruction. Further, we present a rubric for evaluating engineeringdesign decision justifications
articulation of the problem or query before promptingthe LLM. Exploratory skills are essential to navigate and become proficient with majorLLM tools like ChatGPT, Bing AI, and Google Bard. Hands-on experimentation allowsfor direct interaction, fostering a deeper understanding of LLM capabilities. Willingnessto reflect is paramount, as it encourages critical evaluation of AI-generated content andpersonal beliefs. An illustrative diagram emphasizes the interplay between promptingLLMs and receiving responses, underscoring the iterative nature of refining promptsfor optimal outcomes.Ethical Considerations and Academic Integrity. The integration of LLMs in educationbrings forth ethical considerations, particularly in maintaining academic integrity.Concerns
in general – whichsome students described as illustrative of the potential worth and impact of a single engineer.The breadth of approaches, observations, and principles relating to beauty and eleganceillustrated by this limited sample is desirable, as the point of the class is not to converge on adefinition of beauty but rather for each student to find examples, methods, and possibly widerprinciples that are meaningful to them. An individual student’s findings could potentially informor expand their appreciation for what engineering can be and accomplish, offer them places tointegrate engineering with their existing identities or interests, or influence career planning.After class, students are assigned to write reflections based on prompts
/users. Student groupscollaborated and communicated to the whole group about their motivations and perspectives fortheir design choices. The students then reflected on the possible value of their designs. Studentsthen wrote reflections that described the societal benefits of creating inclusive designs. Theirreflection pieces included thoughts on unconscious bias, challenging/disrupting beliefs, norms,habits and expectations that highlights problems behind oppressive worldviews, and socialinsight/imagination of what life is like for others considering social circumstances such as culturalidentity, privilege, and positionality. A self-reflection rubric is used to assess student self-reflectionsubmissions.Overall, this module enables educators to
andEffectiveness) as tools for assessment of instruction.Key words: Assessment of instructor performanceIntroductionHistorically student performance was judged through an evaluation process that was pretty muchthe prerogative of the instructor. The evaluation was reflected for the most part in a final grade.Upon graduation, observations and comments in reference letters by faculty either for graduateschool or employment would add additional insight to the academic performance of the student.In recent years grading (evaluation) has developed into a more objective process referred to asassessment. The terms evaluation and assessment are often used synonymously. But there is adistinct difference; evaluation is quantitative judgment of performance, whereas
CSEdResearch.org 1 adrienne@buffalo.edu, 2 monica@csedresearch.orgAbstractWe recently hosted a workshop that brought together 12 K-8 teachers who teach computer science(CS) and/or computational thinking and 12 CS education researchers. Since there is a known gapbetween practices that researchers study and practices that teachers implement in a learningenvironment, the purpose of our full-day workshop was to create a meaningful space for teachersand researchers to meet and explore each others’ perspectives. The dialogue was framed aroundteachers’ classroom experiences with researchers reflecting on how they could improve theirresearch practice. The workshop, held during the 2022 CS Teachers Association (CSTA)conference