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
abilities to inform career decisions [10]. Strong evidence suggests the importance ofidentity formation through experiential education; however, there are many questions that stillremain unanswered about how engineering programs can help create pathways for students tomeaningfully participate and develop professional identity, especially at scale.While experiential learning and engineering identity formation are important to the collegeexperience, challenges remain for creating robust structures for students to reflect, conceptualize,and apply their learning. Kolb [13] recognized that the experiences themselves are not enough.His model describes a cyclical process that begins with a concrete experience, followed byreflection on that experience
using the Engineering Design Process (EDP)within the context of the accomplishments and mindset of Da Vinci. The course exploredengineering mechanics and design topics concurrent with applying physics topics in anengineering laboratory. A qualitative analysis was performed using a new reflective tool,PhotoVoice. The purpose of the assessment was to better understand the impact of the course onthe student vision, the operation of the course relative to what they have encountered in theireducational careers, and student-perceived learning outcomes. Analysis of student reflectionsrevealed themes of “Changed Perspectives,” “Engagement in the Classroom,” and“Brainstorming Benefits” when describing the impact of the course on their career visions
] during the REU. Thefollowing program components were used to develop students’ technical and professionalleadership-enabling competencies: virtual setting, research projects, posters, technicalworkshops, journal club, faculty seminar networks, community hours, and weekly reflection andsurvey. A Virtual SettingDue to restrictions following COVID, the REU site was held virtually. While this meant somestudents and faculty never actually met face-to-face, it allowed students the opportunity to workon projects across various geographic regions and meet and connect with faculty and mentorsaround the world. This virtual site was strategically organized to optimize student engagementand learning opportunities in a remote environment. The REU
work-in-progress paper motivates dispositions within computing disciplines and presents thebackground of this approach. It also discusses the use of reflection exercises and vignettes in un-derstanding, promoting, and fostering behavioral patterns that undergraduate computing studentsidentify as related to dispositions they experience in the course. Preliminary data and results fromthe study are also presented.1 IntroductionA major concern in higher education is to ensure that graduates are “career-ready,” that is, they notonly have learned knowledge and skills that are needed by employers but have also developed theprofessional traits and attitudes necessary for a successful career. This is especially important infields such as engineering
paper shares the methodology and findings of a workshop onconflict management that was piloted in three interdisciplinary engineering design courses thatinclude first through fourth-year students. The workshop was designed to collect real-timestudent reflection data through Mentimeter, an instructional technology designed to promoteclass engagement.Background: Emerging literature from Industrial and Organizational (I/O) Psychology hashighlighted the importance of effective conflict management on team performance. Teachingstudents how to effectively manage conflict and establish inclusive, psychologically safe teamenvironments are essential skills for effectively working on teams in preparation for theworkplace, as emphasized by ABET and
mechanicalengineering course on Dynamics of Machines to (1) give students access to real-world learningexperiences and (2) explore and identify the ways in which an interdisciplinary design projectthat combines key components of EM, STEAM and bio-inspiration impacts students’ learning.The results include initial findings from a thematic analysis of the data collected usingphotovoice reflections. Adopted from the relevant studies in the literature in the context of EMcurricular activities, photovoice reflections combine pictorial and textual data and constitute aportion of the project’s conclusion section submitted by students. The paper then discusses futuresteps on the use of interdisciplinary design projects which provide real-world experientiallearning
in engineering practices?Educational Intervention and Study Context Data for this study were collected as a part of a funded research project that seeks tounderstand how rural elementary classroom teachers learn engineering content and practicesthrough professional learning experiences and how a subset of them take those experiences intotheir classroom. Over the course of three years, teachers from rural school districts serving theepistemic practices of engineering [4] through participation in classroom engineering activities,reflecting on them using both their “student hat” (as a learner) and “teachers hat” (as a teacher)[32], and through learning the specific engineering units they will teach. In this case, we use theYouth
trainingsessions for writing center consultants. The quantitative assessment investigated (1) students’confidence in their writing skills from self-efficacy surveys gathered pre- and post- the modifiedassignment and (2) draft and revised writing samples from the intervention class and a control.For the quantitative analysis, we used paired t-tests to compare the pre- and post-self-efficacysurveys, and MANCOVA to compare the draft and final writing sample scores. The qualitativeassessment drew from students’ views on the intervention and course from reflection essays,analyzed for themes. Results for the intervention showed significantly improved self-efficacyscores in assignment content, as well as in higher and lower order writing skills. Assessedwriting
. The course taught skills related to engineering practice,such as unit systems, dimensional analysis, and technical communications. While these skills areimportant for engineering students to master, learning them outside of any specific applicationwas not as engaging or as applicable for students. Furthermore, the content and delivery formatof the course did not allow for much “face-time” to cover the topics in enough detail or withopportunities for exploration or application in context. In addition, students conductedassignments individually, with minimal collaboration. Assessments were memorization basedusing multiple choice questions and with not much opportunity for reflection. The final paperthat students had to submit, based on their
self-assessment of whether or notthey are confident in their ability to write and debug simple programs” [p. 125]. Self-concept is“a composite of self-perceptions that one can be a good programmer, which is formed throughexperience with and interpretations of one’s environment” [p. 125]. Interest is “the extent towhich an individual enjoys engaging with programming-related activities”[p. 124]. Anxiety isthe “self-reflected state of experiencing negative emotions, such as nervousness or helplessnesswhile writing and debugging programs” [p. 125]. The programming aptitude mindset represents“the strength of a learners’ belief in the notion of a fixed programming aptitude (e.g., aptitude isinherent and cannot change)” [p. 125].The implications of
ETD 345 Examining the Impact of COVID-19 Pandemic on S-STEM Financially Supported Students’ Change-Readiness and Self-Efficacy Sarah (Yin Yin) Tan and John L. Irwin Michigan Technological University1. IntroductionS-STEM financially supported students: ETS-IMPRESS (The Engineering Technology Scholars –IMProving REtention and Student Success) participate in the Honors College Pathway Program(HCPP), where they write reflections frequently. All reflections are written and follow a “What/SoWhat/Now What” format that instructors also describe as “Present, Analyze
maintain that the ways engineers navigate thisexperience are unique, even compared to other autonomous professions [e.g. 31, 32-34]. Whileseveral scholars have explored how leadership is practiced in the engineering profession, one hasemerged as particularly useful; [12] proposed a model of three leadership orientations in theprofession: 1. Technical Mastery –leadership practiced by teaching others; 2. Collaborative Optimization – leadership practiced by gathering and influencing teams; 3. Organizational Innovation— leadership practiced by creating market solutions.These three orientations reflect the skills, behaviors, and values commonly exhibited by leadersin the engineering profession; they also provide a coherent and
forexpanding students’ higher order thinking, potential for lifelong learning, and sense of agency intheir learning experiences. HoM is defined as a set of learned or internalized dispositions thatinform an individual's behaviors when confronted with challenges. This study addressed tworesearch questions: (1) Which HoM were articulated by children as they reflected upon theirparticipation in a home-based engineering program? (2) What patterns of the children’svocabulary align with the HoM framework? Observational methods were used to examine youngchildren’s reflections upon the process of completing low-stakes engineering projects in theirhome. The participants were 23 children ranging from kindergarten to eighth grade. After theyengaged in the ill
department at Seattle University to study how the department culture changes can foster students’ engineering identity with the long-term goal of increasing the representation of women and minority in the field of engineering.Dr. Jennifer A Turns, University of Washington Dr. Jennifer Turns is a full professor in the Human Centered Design & Engineering Department in the College of Engineering at the University of Washington. Engineering education is her primary area of scholarship, and has been throughout her career. In her work, she currently focuses on the role of reflection in engineering student learning and the relationship of research and practice in engineering education. In recent years, she has been the co
thecommunity, especially the needs of those who are under-served. It is reciprocal, valuespartnership, and recognizes the expertise brought by the community partner. It also includesreflection, which has been shown to enhance learning across academic subjects [14]. S-L isintegrated by educators in a way designed to meet needs and goals identified by the communitywhile being intricately linked with learning objectives and outcomes. Before, during, and aftertheir service, students also engage in structured reflection to help them gain further insight intocourse or program content, a broader appreciation of their academic disciplines, and a greatersense of civic responsibility.S-L relationships are mutually beneficialWhen properly implemented, service
approach that removessome of these structures to allow for a more nuanced approach to evaluation. In an un-gradingstructure, both instructors and students participate in holistic reflection and assessmentthroughout the course. Proponents of un-grading often note that success outside of the classroomdepends not only on development of knowledge and skills, but also behaviors and practices.Therefore, an un-grading approach often does include assessment of things like participation inclass or timeliness. This holistic approach recognizes that different students have different goalsand interests and makes pathways to success that support the intrinsic motivation of students.A challenge of alternative grading is balancing both structure and nuance
ofdepoliticization and technological or sociological determinisms, students are left in the middlewithout effective options to better understand how technology and society interact and howthis interaction could be put into practice in ways to empower the communities they want toserve [9]2.One antidote for this dichotomy is critical praxis in engineering research for communitydevelopment informed by STS. Adopting Paolo Freire’s concept of praxis in some courses in ourHumanitarian Engineering and Science (HES) program at Colorado School of Mines, we definethis type of critical praxis as the processes by which the theories, lessons, and practices of ECDare enacted, embodied, or realized through dialogue, action, and critical reflection to transformreality [11
rather than the process of learning when they focus on behavior.Learning StylesStudents take in and process information in different ways: by seeing and hearing,reflecting and acting, reasoning logically and intuitively, analyzing and visualizing,steadily and in fits and starts. Teaching methods also vary. Some instructors lecture, otherdemonstrate or lead students to self-discovery. Some focus on principles and other otherson applications. Some emphasize repetitions and others understandings. Whenmismatches exist between learning styles of most students in a class and the teachingstyles of the professor, the students may become bored and inattentive in class, do poorlyon tests, get discouraged about the courses, the curriculum, and themselves
. Establishing an environment of trust (362) 2. Creating an empowering space (362-363) 3. Setting a Clear Focus (363) 4. Creating an open space (363) 5. Encouraging Collaboration (363)These five values reflect our objectives in integrating a community mapping and participatorydesign methodology into our project. We assumed that our student participants (like the youthAmsden and VanWynsberghe engaged with) were seldom invited to shape the design ofprograms or engage in bottom-up critique. We created an iconographic mapping in lieu of acommunity map as an invitation to discuss/critique the whole gamut of places and people thatcomprised their experiences in the [engineering school].The iconographic map (see Figure 1) functioned much like a
on these choices and to exercise control over the self and the environment” (p.5),may be used to understand and examine how motivation and self-direction are realized. Beingthat the focus of the study is on non-traditional students, the utilization of properties of humanagency as described by Bandura (2006) will help reveal the motivations and interests, goals andoutcomes, action plans and self-regulators, as well as self-reflection and evaluation of these non-traditional students who are pursuing a doctorate while working full-time.Methodology This study seeks to identify factors that impact the agency of individuals pursuing theirgoals in dual roles, as doctoral students and higher education administrators, by analyzing theirlived
combinetheory and practice, and design to establish knowledge base in system thinking concepts andtools, and focus on the unique challenges for management, governance, communication, andpolicy in the FEW nexus. Course grading includes reflections and analyses, creating systemcomponent maps with Loopy (a free online tool for thinking in systems), and a final project, anintegrated system map. All assignments are individual assignments. The NRT external evaluatordesigned an annual NRT survey that assesses the NRT program at our university, including theimpacts of the NRT Integrated FEW Systems course. Student ratings about their perceivedability to perform interdisciplinary systems tasks improved from the beginning to the end of thecourse, from ‘somewhat
Inclusion, Director and Assistant Director of the Centerfor Diversity in Engineering, Clark Scholars Director (4)2. Accessibility Specialist, Assistant Dean of Student Safety and Support, 2 Counselors (4)3. Associate and Assistant Dean for Undergraduate Affairs, Director of Undergraduate Success,Engineering Undergraduate Registrar and Office Manager (5)After describing the context and our team, we will provide multiple reflective prompts for audiencemembers to think through ways to identify researched student barriers in the first year and more specificto first year engineering, followed by four case studies. Our case study include barriers well documentedin literature which first year face: financial, racial minoritization, disability
dedication to student suc- cess, her innovative approach to program design, and her collaborative spirit, Sahar Mari is a true asset to the field of student support services.Ms. Sara AlBanna, SLB Sara AlBanna is a recent graduate from Texas A&M University at Qatar with a degree in petroleum engi- neering. She currently works as an field engineer at SLB. As a dedicated engineer, she is passionate about creating positive change in the industry. Her diverse undergraduate research projects, ranging from the impacts of migration on education to the development of multilateral wells, reflect her interests in multi- disciplinary pursuits. AlBanna is a multifaceted individual, identifying as an author, artist, and petroleum
to metacognitive learningengagements. In the process of self-assessing, students activate self-regulatory functions thatenable students to take ownership of their own learning. Self-assessment activities includestudents reflecting on, evaluating, and monitoring their own learning performances. Studentswho self-assess are better able to identify areas they need to improve upon, and to determine themost appropriate courses of action to achieve academic success. However, little is known aboutthe congruence in students’ perception of self-assessment and instructor's intent in requiring self-assessments. Hence, the purpose of this study is to explore the perceptions of engineeringstudents who participated in self-assessment in an engineering
learning is widely accepted as an integral part of engineeringeducation, as these experiences have been shown to improve students’ vocational self-conceptand work self-efficacy, as well as provide higher starting salaries post-graduation [10-11]. In thecontext of this study, enrolment in the program may signal students’ intent to be part of theengineering profession, or at least to obtain some professional experience in the field of theirdegree. However, given that the students are in their first year, we assume that they remain at anearly stage of professional socialization. Therefore, their expectations for the profession and theirown career trajectories may reflect their implicit assumptions about engineering and serve as abaseline for future
unpredictable futures as professionals and citizens. By expandingthe capacity to study engineering practice through students serving as participant observers, wepropose that academia can learn more about the engineering workplace while students gain atruer understanding of engineering work. At the same time, reflectively engaging with practicemay help students develop new professional competencies, while potentially also identifyingmisalignments between their own identities and goals, on one hand, and current educational andworkplace realities, on the other. This paper will likely be of interest to researchers who studyengineering practice, and especially those concerned with the full range of practical andmethodological challenges associated with
about the integration of these themes within the curriculum.57 Many papers emphasize the terminology, but do not discuss the practice of navigating these58 ideas with students. The next section contextualizes one approach to implementing DEI in59 practice at the graduate level.60 Understanding Graduate Engineering Education at the University of Virginia61 After the deaths of George Floyd, Breonna Taylor, and others, many universities created62 class offerings and other initiatives that reflected the need for deeper conversations about race.63 The University of Virginia Department of Mechanical and Aerospace Engineering (MAE)64 created a Graduate Student Board as part of their DEI-DRIVE (diversity, equity, and inclusion
Engineering, Design and Computing at the University of Colorado Denver, afaculty learning community (FLC) is exploring how to apply known pedagogical practicesintended to foster equity and inclusion. Faculty come from all five departments of the college.For this three-year NSF-funded project, Year 1 was dedicated to deepening reflection asindividuals and building trust as a cohort. Now, in Year 2, the FLC is focused on translatingpedagogical practices from literature and other resources into particular courses. This cohort hasexperienced some adjustments as some faculty leave the FLC and new faculty choose to join theFLC. Since this cohort continues to grow, this paper presents key features that have supportedthe FLC’s formation and then transition
inclusive pedagogy.Dr. Jennifer A. Turns, University of Washington Dr. Jennifer Turns is a full professor in the Human Centered Design & Engineering Department in the College of Engineering at the University of Washington. Engineering education is her primary area of scholarship, and has been throughout her career. In her work, she currently focuses on the role of reflection in engineering student learning and the relationship of research and practice in engineering education. In recent years, she has been the co-director of the Consortium to Promote Reflection in Engineering Education (CPREE, funded by the Helmsley Charitable Trust), a member of the governing board for the International Research in Engineering