4.1 0% (1 or 2) You employed the method with frequency typical of those teaching classes of simi- 71% (4 or 5) lar size and level of student motivation.Reflective and Integrative Learning Your Students Rating Suggested Action AverageEncouraged students to reflect on and evaluate what they have learned 4.4 6% (1 or 2) You employed the method more frequently than those teaching classes of
core values, the institution can prioritize the skills and knowledge thatare most important to them and their audience, and design microcredentials that reflect thosepriorities. For example, if an institution values innovation and cutting-edge technology, itsmicrocredentials should reflect that by incorporating the latest trends and technologies in the fieldof data science. If the institution values hands-on, experiential learning, its microcredentials shouldinclude opportunities for learners to apply their knowledge and skills in real-world scenarios.Defining core values can also help to ensure consistency and coherence across differentmicrocredentials offered by the institution. Without a clear understanding of the core values andmission of
, and the proposal budget needs to reflect this significantinvolvement. [3]Services for prospective grantees have expanded over time and are now available for four typesof eligible prospective grantees: 1) colleges classified by NSF as new to ATE (two-year collegesthat have not received an NSF ATE award in 7 or more years or ever), 2) new-to-ATE STEMfaculty who have never been principal investigators for an ATE grant, 3) colleges/faculty teamsseeking a larger second grant from the ATE Program after completing a small, new-to-ATEproject, and 4) colleges/faculty teams whose first or second grant proposal submission to theNSF ATE Program was declined (not funded). Mentor-Connect recruits a team of fourindividuals from each college to work on
parts of the university. Reflecting on the 1955 Grinter Report, Sheryl Sorby, Norman L. Fortenberry, and GaryBertoline suggest a need for a revolution in engineering education, writing: “Over the years, we educators have done some tinkering around the edges, such as adding in a capstone design project, or replacing Fortran with other programming languages – but the basic structure of the curriculum remains unchanged even though our students can now find information on their phones that might have taken us hours to track down in the library.”3There is no doubt about the need for technical training, but how engineering educatorsincorporate nontechnical skills also has an impact on creating a well-rounded
questioning if she should bean engineer, which seemed to be a common feeling within her social circle. Today, as a recentgraduate, she explains that she sees engineering as a career and something that she is passionateabout, but not as an integral part of her because this status could change over time.Lastly, when reflecting on her identities within the context of civil engineering, Camille sharesthe following thoughts: “I think about when I was a kid, and I didn't see people who looked like me or who were like me. I wonder if I had met someone who was like me, would that have helped me? That makes me want to be that for someone else, I want to motivate people. You can't change anything if you don't start with yourself. I
acknowledges the unique experiences and identity development of male andfemale students who identify as Black. How they have achieved different stages of their racial identitydevelopment affects their STEM reflective identity, competence/ability, value/interest, and assimilationinto STEM culture [10]. Black males and females construct their STEM identities as they develop theirgender identities. Collins [10] notes how racial identity development and gender identity begin to formbefore the development of any STEM interest. The relationship between Black students' gender-basedracial identity and their interest and persistence in STEM is complex. Collins [10] places the gender-basedracial identity of a student in the center of the visualization to mirror
hadcollected. This was followed by each team conceptualizing, designing, and testing theirprototype. Finally, in the fifth stage, each team had to give an approximately 10-minutepresentation. They shared their model, identified the materials they utilized for their prototype,and explained their solution to the problem. For the high-rise activity, during the presentation,the teams had to simulate an earthquake shake test to demonstrate the building’s ability towithstand a possible earthquake. Once every group had presented, the entire class reflected onthe problem and discussed each team’s prototype or model [10], [11]. Throughout the study, theteacher facilitated the learning through questioning and engaging in student discussions whilemonitoring
interest in and/orconfidence in civil engineering as a profession. The name generator survey may includequestions like, "What is their name?" "What best describes their gender?" "What kind of work dothey do?" and "What best describes your relationship with them?" The participants wererequested to list at least five individuals who, in their opinion, had a significant influence on theirdecision to pursue a profession in civil engineering. Sociogram Participants were instructed to draw a sociogram that represented their alters for theresearcher. Network diagrams with nodes that symbolize individuals and ties that reflect theirconnections are referred to as sociograms [52]. The researcher gave participants the followinginstructions as
undergraduates usually means slower rates of research progress which may beunacceptable for a tenure track faculty. Since this survey was at a predominantly undergraduateinstitution, it does not necessarily reflect what might be at a research university. The last fourtopics in the list are of primary importance at these universities [9]. Unless the institution valuesmentoring undergraduates, the faculty would see mentoring undergraduate students will not helpwith their professional development. Undergraduate research can result in publications but oftendoes not. These students need a great deal of supervision, flexibility in their schedule, andpatience on the part of the faculty mentor. The students often do not see the “Big Picture” of theresearch
third-partyplatforms are two widely used models at present in China2. In both modes, students completetraining sessions in real world engineering environment outside the universities. In the first modeof cooperation, universities use their previous cooperation basis to directly cooperate with theindustrial practice bases for jointly cultivation. While in the second cooperation mode, thethird-party platform integrates the demands of universities and companies to build a matchingbridge between the two parties. In this paper, two cases from China are selected to explore thecorporation under the two modes. The integration between university and industry to cultivateprofessional degree students in engineering is reflected in the key parts in the
proposed changes after they're implemented. The changes are reflected in a gamedashboard that displays information about the different variables that affect the systems' behaviorand balance.The player has a monthly budget, an initial inventory of species, and an estimated number ofvisitors as an entry point. All this information is available in their dashboard. They can use theirbudget to commission surveys of species or other park features and/or hire rangers for specifictasks such as removing an invasive plant species or creating park programs. The player willreceive a bonus when certain goals are met. New goals and problems may be introduced as eachpark level proceeds, and each level is won when all goals have been completed and the system isin
demands[14].Moreover, authentic learning can enhance students’ personal competencies. Under authentic learning,students have the chance to participate in real-world simulated work, acquire complex information, engagein deep inquiry and ongoing reflection about the “real problems” during the collaborative learning process,which facilitates the higher-order thinking, such as critical thinking, reasoning skills, and engineeringcreativity. Further, authentic engineering learning provides dynamic and interactive engineering scenariosthat involve interdisciplinary knowledge and multidisciplinary collaboration, helping students to becomefamiliar with, understand, and solve real, unstructured, complex engineering problems. Students could gainexperience
, which indicates the contribution of the incrementalinnovation training as a means for improving faculty approach to curricular or pedagogicalchanges and percolating faculty teaching culture change.The proposed rubric to evaluate faculty educational change proposals also helped target thetraining workshop to the needs of the faculty. In particular, faculty had considerable difficulty inplanning and articulating measurable student outcome changes as well as identifying andmonitoring indicators and scoreboard to evaluate their own progress. The results from theworkshop show that the AGGIES process together with specific training on measurable studentoutcomes is a key step towards a more reflective sharing and self-regulating teaching communityof
-reflection summary on their scoring results and howthey plan to improve on three specific areas. Students also watch a portion of the ASCE [21]video on “Recognizing the Importance of Leadership during Covid-19 and Beyond” to makeconnections of how practicing engineers use leadership skills to address current real-world publichealth issues. For the ethics section, since all fourth-year students have already been exposed toengineering ethics in previous courses, the discussion focuses on real world “day-to-day”engineering dilemmas that may be faced. First, the ASCE Code of Ethics [22] is presented anddiscussion of any updates to the code are provided. Then, “Suggested Tests to Evaluate Action”are provided to give students methods for coping
% 9% 28% 2017 - 2018 459 students 7% 44% 17% 31% First Year Second Year Third Year Fourth Year Fifth Year Sixth Year Seventh Year Eigth Year Have not graduated Figure 3: FTIC College of Engineering and Computing Students Graduation RatesThe number of FTIC STEM and EC students who graduate on time at FIU has been increasingover the past eight years as presented in Figures 2 and 3. This reflects an encouraging shifttowards more students graduating in four to five years and fewer students not graduating and
● Suggestions include (employer facing): help explaining multidisciplinary pathways to prospective employers and grad schools, connections to alumni, mentoring, overall better marketing/awarenessDiscussion and Recommendations for Future WorkResults from the analyses presented in this paper support the need for and value of nontraditionalundergraduate engineering pathways and other faculty negotiating multidisciplinary pathways inengineering settings. Student voices are an important contribution of departments and colleges asthey develop strategic statements and learning outcomes for the next generation of engineers,especially if they desire the populations of engineers to reflect the populations of theircommunities.The most popular emphasis in
hold both an insider(on racial identity and/or professional identity and/or doctoral student vs. faculty status) andoutsider (along same dimensions) role. We prioritized alignment along racial identities during datacollection to prioritize the comfort of co-constructors, and we were intentional, individually andcollectively, in considering our simultaneous insider / outsider perspectives during the meaningmaking process. We considered the diversity of identities and reflection about them during ourprocess to be a strength and an example of our explicit consideration of ourselves, researchers, asinstruments (Secules, et al. 2021). As a team, we also approached this work with collectiveawareness of the existence of systemic racism and its impact
the lockdown. Figure 2. Correlation Coefficient Matrix of the pollutants for Kolkata6.0 Experiential Learning Outcomes, Assessing Data Analytical and Problem-SolvingSkills, and Grand Challenges of EngineeringThe interns and the high school senior through their reflective essays on their learning experiencesduring the beginning and the end of the course demonstrated their perspective of acknowledgingthe big picture; ability to apply knowledge gained to real-world situations; and displaying empathyby perceiving the challenges of the pandemic, and the extent the underrepresented populations aredisproportionately affected.Experiential Learning OutcomesSome of the experiential learning outcomes included the following: a
development of technology [18]. These values tend to reflect the interests andneeds of those who have historically held power in society [16, 20, 22].The idea that technology is not neutral and is designed by humans also brings to questiondeterministic narratives of technology. Technological determinism assumes that technologydevelops in a self propelling fashion, where new technology is inevitable and humans mustsimply accept and adapt to it [23]. This framing absolves the creators of any responsibility inanticipating harm and designing to mitigate the negative impacts of the technology they design[17]. As technology is created by people, who live and work in societies, it inherently embodiesthe social norms, ideologies, and practices of societies
departments, but also included other STEM related institutes and departments. Itbecame clear through campus interactions, tech and industry conferences, and demand for suchanalysis that stakeholders across campus are hungry for data-driven expertise.Virginia Tech is an R1 (Carnegie Classification-Very High Research Activity), land grantinstitution with a large engineering program and has maintained a dedicated engineering subjectlibrarian position for more than two decades. When the previous engineering librarian retired twoyears ago, administrators decided to reimagine the position to incorporate engineering researchintelligence work into the liaison role and rename the title to reflect the engineering analyst role.This new liaison role allows the
was taken part way through the semester, after studentshad completed nearly two months of this experiential course. It would be informative to get a premeasure at the very beginning of the semester in addition to a pre measure at the beginning of thefinal design project to see how students’ identity changes across the course of the semester. Wealso believe that having students periodically reflect on their engineering experiences andprogress through written exercises might also help them recognize their personal growth and anychanges in their SE or identity. This is what we have implemented in our ongoing replicationstudy, which had 11 students enrolled Spring 2023 and has over 20 students enrolled for Fall2023.We thought that non-electrical
solutions for real-world engineering problems. In other words, their currentschool systems have insufficiencies in establishing foundational knowledge needed to preparethem for the electronics industry.How might industry and schools partner to prepare students for electronics and otherengineering industries?When asked this question, each of the students reflected on their experiences and generatedseveral creative ideas on how industry and school systems can partner to be more effective atpreparing a needed workforce for the electronics industry talent pipeline. High school careerfairs could help students explore different STEM industry careers; many of the pilot participantsfelt that they lacked knowledge of all the opportunities available. Regular
sources togather education benefits that are available to them at different times of their military service[22]. The significance of appreciating the various education funding streams and their limitationsis straightforward. First, it will allow higher education institutions and stakeholder communitiesto reflect on which support systems and policies meet the needs and characteristics of theseindividuals. Second, such reflection and assessment may guide the next steps in policy andpractice that address thematic barriers to college attendance and attainment for this population.Future work may include an examination of active duty and student veteran graduate students.There has been a growing body of work with a focus on undergraduate student
reflect the views of the National ScienceFoundation.References[1] B. Donovan, D. M. Mateos, J. F. Osborne, and D. J. Bisacco, “Revising the Economic Imperative for US STEM Education,” PLOS Biology. Jan. 2014. [Online]. Available: https://doi.org/10.1371/journal.pbio.1001760[2] M. Smith and L.N. Willison, “Stem Obstacles In The Collegiate Setting,” Journal of STEM Education: Innovations & Research, vol. 22, no. 4. Oct. 2021. [Online]. Available: https://www.jstem.org/jstem/index.php/JSTEM/article/view/2532[3] A. Zilouchian, N. Romance, A. L. Myers, and D. Hamadeh, “A Collaborative Framework to Advance Student Degree Completion in STEM,” 2020 ASEE Virtual Annual Conference Content Access. July 2020.[4
Canvas (due to campus-wide adoption of Canvas to replaceBlackboard) to do the same in Spring 2022 and Fall 2022. It takes time to set up such enhancedmulti-part problems on Blackboard or Canvas, but these problem sets are reusable, and thestudent responses are positive. This paper describes how to create such multi-part problems withrandom parameterization on Blackboard and Canvas, and presents the evolvement of studentperceptions from Fall 2019 to Fall 2022, to reflect on the impact of the pandemic.IntroductionActive learning is proven to be an effective pedagogy to improve student performance [1], wherethe students may be engaged in problem-solving, experiential learning, teamwork, a flippedclassroom, or other learning modalities. Timely
actualpractice. A key finding of a Royal Academy of Engineering study (2006) is that engineeringcourses need to show how theory is applied to real problems [18]. Students want to know howthe theory is used in actual practice. Most engineering faculty are challenged to show thatconnection because they have not practiced in industry themselves. Failure to provide a suitablelink between theory and practice is de-motivating for students as they want to know what theywill be doing when they graduate and enter the workforce as engineers.A Royal Academy of Engineering report (2007) notes, “universities and industry need to findmore effective ways of ensuring that course content reflects the real requirements of industry andenabling students to gain practical
application).The presence of both the mine and the digital tools allows for a reflectiveness within thestudent. In that they can reflect upon the teachings from a theoretical perspective and applythat to various instances and use cases within the Simulacrum. As the mine and its subsequentdigital interventions allow for an experience in which students can repeatedly come back to,as this enables active student participation and observation through experimentation. Thefollowing examples demonstrate the application of XR tools developed for education in themining industry: • ThoroughTec Simulation’s CYBERMINE: is designed to fully replicate a mining vehicle’s cabin which virtually simulates the operation of real-world, heavy-duty mining
. There are so many different areas of engineering. All require knowledge or background in humanities, math, science. 3. It’s ok to fail 1. Integrating undergraduate programs 2. Scholarships 3. Watching spectific (sic) messages/interactions better to studentsCounselor Surprises about Engineerings 1. Frog reflection 2. Spider dress 3. tube in activity 1. Art instillation as engineering 2. Technology as any human made thing 3. Solution is not always a design 1. Shoes - mechanical eng., textile, biomechanics 2. M&Ms - Industrial Eng. 3. Psych & Engineering - Industrial Eng. 4. Phones contain conflict minerals where other countries fight to have 5. If you prepare for failure you won’t be surprised
smartphone's location, which can be used for a variety of purposes such asmaps, tracking, and location-based services.A special feature of these physical data recorded by the internal sensors, however, is that theycan be used beyond their actual purpose with the help of additional programs, so-called apps.This makes it possible to carry out both qualitative and quantitative experiments in a widerange of subject areas, especially in physics. Smartphones thus represent small, transportablemeasurement laboratories. The project presented in this paper focuses on the latter point, inwhich the sensors installed in smartphones are used to carry out quantitative experiments. Themain advantages of the devices are to be exploited, which are reflected in their
with their male peer, mentioning how all the women wereprobably using sexual favors to get their grades. “I guess it’s naive, but I had no idea anyone inour class felt that way or had negative feelings about other classmates,” Courtney reflects, now adecade past her conferment. “Almost every single one of my memories aboutcollege…everytime I thought these guys were being nice and friendly, they’re actually beingbackstabbers.”. Discriminatory practices are not only limited to peer-to-peer, but can happen withindifferent power dynamics, such as professor-to-student, and advisor-to-student. Professor andadvisory positions rely on leadership and mentorship, and the opinions of people in thesepositions can have a long standing impact on