’ designalternatives and matrices. Studies show that student learning improves when they are exposed tothe ideas of others, when they respond to the questions and critique of peers, when they formmore substantial justifications for their views, and when they evaluate competing ideas throughargumentation [24, 25]. Following the gallery walk student teams are given time to reflect oncritical feedback and revise their own work. Effective reflection includes keeping a record ofchanges made and justification of those changes. During stage five, prototypes of the bestdesigns – as determined through matrix scoringand argumentation in the previous stages – arebuilt and tested (Fig. 3). Importantly, this is afluid, iterative process; iterative design
reflection on the technical, social, and ethical contexts of their work. Weexplain how the Habits of Mind structured our pedagogy from the problem identification phasethrough project completion. We describe the phases of the team’s engagement with stakeholdersat Punta Leona Hotel and Club Beach Resort, including: early problem identification regardingenergy conservation and saving concerns; project development, in which students developed asolution centered around remote, app-based control of large energy consuming devices (e.g., airconditioning units) using Internet of Things (IoT); execution and implementation of the projectover a three week period during a study abroad trip in Costa Rica; and remote follow up withstakeholders after project
verbal;active to reflective; and sequential to global. Notably, the Felder-Soloman Index does notencompass personality traits, e.g. introversion/extroversion. Roy and colleagues [7] assessed best practices in administering Massive Open Online Courses(MOOCs, e.g. Coursera), and endeavored to analyze learner patterns that emerge from the“tremendous amount of data” originating from the amount and quality of participation inMOOCs. The authors assert that data often considered demographic—such as socioeconomicstatus, race, or gender—constitute essential components of building an effective tool forexamining learner patterns. Roy et al. [7] propose the following MOOC learner patterns basedupon clustering, supported by statistically significant T-tests
. Studentsfrom across the globe developed action plans to potentially address problems within theircommunities. Students were encouraged to consider real-life scenarios of their choice that couldbe further refined and potentially implemented upon return to their home countries. The structureof the small group sessions allowed students to be members of international teams, agree upon aproblem to tackle, conduct early research, and propose a concrete path towards addressing one ofthe SDGs. Semi-structured qualitative data collection was used for the project, to uncover trendsthat connect humanitarian engineering activities at international conferences to the GCs and theSDGs. Data collection through crowdsourcing, utilized pre-and post activity reflections
into ourseminars. Though it was a relatively new practice for Virtus students in the seminars, we sought 4to focus on facilitating class discussion and dialogue around each topic, encouraging students toengage in reflection and critical thinking. Through this piloting process we were able to strengthen our partnerships across campusand our exposure and access to relevant resources. This contributed to our building foundationalresources in the content area of diversity and inclusion in engineering and beginning toimplement this content into our class seminars. Throughout the semester, the instructors of theFlexus and Virtus seminars worked
siteprovided students with ADHD an opportunity to engage in research outside the confines of thetraditional engineering curriculum and interact with other students facing similar challenges. Thispaper presents quantitative and qualitative findings from a semi-structured interview and post-program survey of the students’ experiences. Overall, the major findings suggest that participatingin the program enhanced students’ 1) interest in engineering research, 2) interest in pursuinggraduate studies in engineering, and 3) feelings of belonging in engineering. For instance, allparticipants (N=10) responded either “agree” or “strongly agree” to statements reflecting thatattending the REU site increased their interest in research and in pursuing graduate
recent alumnus who has a vision impairment. Reflections: After completing the low vision simulation, students were asked to write a reflection of their experience in the course online discussion forum. Participants were asked to post a response to the prompt below and also post two replies to their classmate’s posts. “Describe your experience today wearing the low vision simulation goggles/ blindfolds. What did you learn about living with a vision impairment? Did this activity help you break any misconceptions that you held in the past?” The qualitative analysis of their primary
that of thestudents’ perceptions of engineering in regard to their own engineering identity and abilities. In a study by M. Besterfield-Sacre in 1997, incoming engineering students were surveyed ontheir perceptions of engineering as a field, their own abilities as engineers, and their confidencein their success [1]. The performance and retention of the students were then tracked for thefollowing three years and related back to their initial attitudes. Students who left engineering ingood academic standing had significantly different attitudes about themselves and engineeringcompared to students who stayed in engineering, or who left in poor academic standing. Theinitial attitudes of students who left in good standing reflected significantly
toconduct tasks. Similarly, competence describes a student’s belief in their ability tounderstand content. Performance and competence are closely linked. In later quantitativestudies of identity, these factors were combined into one performance/competence factor,thus reflecting student’s self-perception of performance as linked to their actualperformance. Recognition describes how parents, relatives, friends, and instructors seethe student in a given context. This framework was expanded by Hazari, Sonnert, Sadler,and Shanahan (2010) in their quantitative analysis of physics identity with the addition ofinterest to the framework. Interest describes one’s enjoyment in learning or interest inlearning about engineering. The PCIR framework refers to the
visualizations of teams’ design process across several metrics.More specifically, actions were clustered into three categories: construction, optimization, andnumerical analysis. Design teams’ actions were further contextualized in terms their designtimeline and the sites they explored.Results from design team analytics have implications not only for teams’ design process, butmay be re-deployed as reflection tools for students’ or progress indicators for teachers or designmentors.In the next section the paper reviews research in learning analytics and visualization for dataanalysis. Following this, the context of the study and design challenge are outlined. Energy3D isdiscussed briefly before reviewing the data collected and participants for the study
material and in-class activities, a cognitivist approach. The final four semesters (n=152) were structured with aflipped classroom approach. Students accessed course material through weekly online modulesand class time was spent in reflective discussion and experiences based on the material offeredonline, a constructivist approach. The survey included 55 items that covered seven sub-scales:understanding of ethical issues, global awareness (world view), communication skills,organization/leadership skills, self-knowledge, creativity, and teamwork. Only student paired(pre and post) data were used in the analyses in this study. Most survey items had a significantincrease from pre to post course survey response in the desired direction. To evaluate
reflecting on a Capstone experience with the purpose ofsuggestions for improving the experience. The contrast of the ACM literature and the ASEEliterature is that software projects tend to be more focused on design and verification, where theengineering papers tend to have more focus on process such as funding and project launch. Inboth the ACM and ASEE literature review it was most common for Capstone experiences tospan two semesters with some literature suggesting that going to a two-semester program wouldbe beneficial [11].In the literature, the following common question groups were observed, and informed theanalysis and narrative of the case studies in this work: • Project format: How are projects assigned? Are students working independently
coursework.ImplementationTheoretical Framework:The current version of the project was implemented as a cornerstone project (a term commonlyused to refer to a culminating first-year engineering design experience) in 2014 within the secondsemester Programming 2 course of Ohio Northern University’s first-year programmingsequence. To ground the project in a pedagogical framework, this section will outline thetheoretical underpinnings of the project design.As mentioned in the Introduction, the Kolb Cycle of Experiential Learning, illustrated inFigure 1, was used to help organize the series of cornerstone activities into a cyclic pattern ofexperiences and reflections. The cycle was augmented by Greenaway’s Active Reviewing Cycle,a model which provides a different way to examine
-level electrical and computer engineering course. The primary source ofdata was 21 transcribed audio recordings of design meetings and is supplemented withinterviews, reflections, and course artifacts. Thematic analysis revealed 10 themes that representconnections and disconnections between the process used and a common five-stage designthinking process (empathize, define, ideate, prototype, and test). These themes demonstrate someof the opportunities and challenges related to design thinking within an engineering coursedesign setting. In particular, they suggest that engineering course design is a relevant context fordesign thinking, but one to which design thinking methods do not always naturally translated.Future work should focus on better
our institution. We have alsoanalyzed the impacts bias and stereotyping on student learning, student experience and sense ofbelonging, as well as on team productivity. Our findings, consistent with Meadows et al. (2015)and Wolfe et al. (2016), showed that women and students of color experience higher rates ofhaving their ideas ignored or shut down, having their voices silenced, being assigned work tasksdeemed less valuable, having to deal with a domineering teammate, and having their work gounacknowledged or credit stolen by another teammate (Pfeifer and Stoddard, 2018).In the quote below, a white female student at our institution reflects on what Meadows et al(2015) have identified as, ‘task assignment bias’, when students assign themselves
” Mechanical EngineeringResearch quality was considered throughout the data collection and analysis process, based onthe Qualifying Qualitative Research Quality (Q3) framework by Walther, Sochacka, and Kellam[17]. The belongingness responses from each student were coded using in vivo codes [18]. Invivo codes brought richness to the analysis and reflected the exact words used by the students[17]. Multiple coding and theming passes, as well as a constant comparative method, were usedacross interviews to tightly link the themes to the data [19]. Authors had ongoing conversationsabout emergent results and addressed borderline cases. Memos were kept throughout theanalytical process to document and make apparent the researchers’ perspectives.The qualitative
engineering devices were considered throughout the unit, and students were required to reflect on these questions as they presented their sensory substitution device to the school community. The concepts of circuitry were introduced through handson experiences using Snap Circuits Ⓡand breadboards, as well as online animations and videos. Students learned about connecting and programming the Arduino microcontroller through a series of scaffolded activities which included some offline learning and modifying of existing code. Students then discussed the different aspects of the engineering design process and used a design notebook to document their ideas, questions, and modifications while building a model of their sensory substitution device
. Entering the 2015-2016 academic year,program faculty envisioned a capstone design experience that would engage student teams in ayear-long, professional level design project sponsored by an industry client. The first two yearsof the capstone design program have been inarguably successful, and in this paper we identifyand reflect on the keys to our success. The intention for writing this paper is to ensure thesuccess of the program is repeatable, and to assist other programs, especially those residing insmall liberal arts universities, in starting or revising their own senior design experience.Our key factors in assembling a successful industry-sponsored capstone design program havebeen: (1) faculty buy-in and involvement, (2) engaged industry
Lisa D. McNair is a Professor of Engineering Education at Virginia Tech, where she also serves as Director of the Center for Research in SEAD Education at the Institute for Creativity, Arts, and Technology (ICAT). Her research interests include interdisciplinary collaboration, design education, communication studies, identity theory and reflective practice. Projects supported by the National Science Foundation include exploring disciplines as cultures, liberatory maker spaces, and a RED grant to increase pathways in ECE for the professional formation of engineers.Dr. Donna M. Riley, Purdue University, West Lafayette (College of Engineering) Donna Riley is Kamyar Haghighi Head of the School of Engineering Education and
: “You just got [the scholarship] becausethey’re looking for girl engineers.” She responded: “I thought it was my hard work that got methe scholarship. I never thought that it was because I was female until he made that comment. Ithought it was just because ‘oh hey, look at me’ and then he said that and it made me feel badabout it.” While these types of responses were rare for soon-to-be graduating students, they weremore common in focus groups of students entering our programs.High sense of belonging, acknowledgment of privilege, power and oppression. The other half ofresponses from students who identify along social identity categories that are centered in USculture also reflected a strong sense of belonging in CBEE, but this group
well as experienced professionals. A seasoned leader and former high school special education teacher, Meeropol reorganized and restructured NSBE’s Programs Division to reflect strategic priorities and make better use of resources. Through its programming, NSBE strives to increase the number of black engineers graduating from college each year and to make Engineering a mainstream word in homes and communities of color. Prior to NSBE, Meeropol served as Assistant Superintendent for Postsecondary & Career Education for the District of Columbia.c American Society for There he oversaw theEngineering $35M/year Education
) Facilitated Discussion with Attendees – Attendees will have the opportunity to reflect on presented findings. Guided questions will be used to facilitate discussion on how attendees can implement the findings to better understand and support Black women in academic and professional STEM environments. (10 minutes) Debrief and Resources – Presenters will summarize the discussion by highlighting key points and provide resources for content and continued connection.Reference1. U.S. Department of Education National Center of Educational Statistics: National Studyof America: Indicators of Social and Economic well-Being. Retrieved on August, 28, 2014 fromhttp://www.whitehouse.gov/administration/eop/cwg/data-on-women.
representation reflecting the designer’s interpretation of the current situationand desired situation. Consequently, problem framing is an essential part of the engineeringdesign process. Also, engineering design situations often involve multiple, conflicting views andstandpoints, which requires engineers to consider various contexts including both technical andnon-technical issues in structuring and representing a design problem for the situation. Jonassenet al. (2006) illustrate that an engineering design problem involves a variety of goals andconstraints that sometimes contradict each other and include not only technical but also non-technical factors. In terms of the non-technical goals and constraints, they state that engineeringdesign
, practices, and cultures that reflect expandedperspectives on gender, diversity, and intersectional identities. In order to better understand the role(s) of such a course in an engineering student'seducation and how engineering education considers these issues, the instructor team invited twoundergraduate researchers to undertake projects in support of these goals. One of these students(Amber Levine) was tasked with identifying other courses across the U.S. with similar subjectmatter and learning objectives (“EEL Related Courses Study”); she found 13 courses acrosstwelve institutions that connected issues of diversity and culture to engineering and were targetedto engineering students (Levine, 2016). The other student (Chloe Wiggins, who is
have similarities, components exemplified in one model, may be excluded inanother (Flowers, 2010; Reeve, 2016). Other recent findings demonstrated that these engineeringdesign processes, may not be an accurate reflection of the practices used in industry andtechnical fields (Reeve, 2016). Accordingly, we investigated the perceptions of students,instructors, and practicing engineers through the assessment of a collection of student work froma first-year engineering course.Research Questions To investigate the potential similarities and differences in the values related to engineeringdesign between students, instructors, and practicing engineers the following questions guided ourstudy: RQ1: What correlation, if any exists, between the
observational protocol includes the identified observational settings, developed descriptionsof what was witnessed, and particularly interesting and surprising occurrences. Field notationwas guided by the following prompts: How do Black youth develop engineering skills within diverse sociocultural informal contexts? What does engineering learning look like in these informal contexts? How did the space allow kids to design/create? How did they interact with others while doing engineering? How they interact with parents and vice versa?Research ReflectionsIn this section, we present a summary of the field notes from each of the preliminary sites asreflections. We share our initial insights and reflections related
awareness of their own identities as writers and asengineers through their work facilitating, suggesting that the writing studio model providesan opportunity for writing center tutors to engage in metacognitive thinking about their owndevelopment as a disciplinary writer.The facilitators did note the difficulty in keeping their roles as engineering student separatefrom facilitator, and noted that they had to negotiate when to bring in their engineeringknowledge and when to act as an outside audience. One facilitator noted in her session notes,“An interesting reflection for me during this studio was that my first tendency when workingwith engineering students (especially those that I know in some context) is that I transitioninto being a team member
Source Day did notfulfill the participants’ expectations. Or the convergence of the post-experience survey maysimply reflect that the women had a better understanding of HFOSS by the end of the day and soresponse became more similar across ethnicities.Opinion results breakdown by age - The opinion responses were also analyzed by agecategories. Significant positive change was found in age categories “20-21” and “over 24” onH3, “consider taking more courses”. This mirrors the significant change for the total set ofrespondents. Sample sizes in the other age categories were much smaller and no significantdifferences were detected. White Hispanic Asia/Pacific Item Pre Post P Pre
occupational health and safety (OH&S) management systems, and provides a common framework for organizations to improve health and safety performance and prevent injury and ill-health. ISO 37101 Specifies requirements for management systems for sustainable development, and provides a framework for improving the contribution of communities to sustainable development and enabling them to achieve their vision and mission with regard to sustainability.The educational approach was designed to support curricular integration of the content in diversesettings, reflecting instructor needs and individual course learning outcomes. Replicability incourses or degree programs with a significant tie to
facilitated with question prompts on self-regulated learning andcreative problem solving. These question prompts served as the scaffolding for creativeproblem solving and included metacognitive prompts, procedural prompts, elaborationprompts, and reflective prompts, as well as prompts for creative problem solving strategies.Sixty-four participants among those students were voluntarily recruited for interviews toexplore the follow-up effect of Scaffolding for Creative Problem Solving at least one yearlater after they participated in the community service learning with the scaffolding. Thefindings from the interview reveal that students have adopted some strategies ofself-regulated learning and creative problem solving and deemed the benefits from