experiences had engineering students observe clinicians and student-clinicians at the Speech and Hearing Center (SHC) during typical therapy sessions with communityclients and reflect on their experiences. In this work, an overview of the logistical elements, asummary of the student feedback from the written reflections and focus groups, and futurerecommendations for the program are presented.Speech Pathology Shadowing SessionsShadowing and clinical placements are a key part of healthcare professional education [2] and webelieve that engineering students will also benefit from observation and interaction with groupsoutside of their discipline. This is supported by recent experiences reported on inter-professionalshadowing for senior medical students
accountability.The overall assessment plan included direct and indirect measures gathered as formative andsummative assessments using quantitative and qualitative assessments [3]. The portion of theplan presented in this paper is a quantitative, indirect assessment used as a pretest and posttest.We recognized the importance of alignment [4] and examined the university’s mission, thegeneral education goals, and the student learning outcomes for the course. The instrument usedin this study was developed to align with the course outcomes and the course content. Evaluationforms used by the instructor, the student for her/his own reflection, peers, and audience memberswere developed to reflect the same criteria. The instrument reported on in this paper
playing field can help combatthose disparities. For instance, inclusion of service learning has also been shown to increaseretention of women and underrepresented minorities in engineering 10,11. Other approaches suchas pairing female students with mentors and creating discussion groups that explore diversity andinclusion have also been shown to help, as was done in this study.Methodology:Participants shared experiences during weekly discussion and through journaling about howgender norms in engineering and the sciences tend to reflect masculine values, experiences andlife situations. Through these discussions, participants learned to address underlyingassumptions, norms, and practices to change the culture for all members, men and women
Hotel. In both cases, the modelsare loaded to failure and the total weight added before failure is compared. After a shortdiscussion, a video of the Hyatt Regency Hotel tragedy is shown. The in-class assignment isfollowed up with a reflection paper assignment. In a survey administered to students in thecourse during fall 2017, 89 percent of student respondents (n = 48) indicated the activity addedto their understanding of the topic and indicated in descriptive questions that the activity washelpful and increased their interest in engineering.IntroductionDue to the nature of civil and mechanical engineering projects, it is vital for practitioners touphold ethical standards during the engineering design process. As educators, we have
such as student reflections and other worksheets are collected forevaluative purposes. Newly in year two of the program, reflections have been transitioned from apaper activity to a whole class discussion facilitated by the classroom adults to mitigate some ofthe writing communication challenges discovered in the first year [23].Current statusEngagement with teachers and youth. Data collection for year one of the project has come to anend, and data collection in year two is currently underway. Considering student and teacheroutcomes to address research questions 1-3, analysis of the year one data has begun. Forteachers, findings suggest improvement around teacher confidence in teaching engineering aswell as challenges that still remain
principles, which include the following. For moreeffective learning, instructors need to: 1) elicit students' prior knowledge to help informinstruction; 2) engage students to promote conceptual change so they can construct deepknowledge organized in a conceptual framework; and 3) encourage metacognition to build habitsof expert learners who define their learning goals and monitor their own progress. The pedagogyuses two-way formative feedback in which students reflect on their learning in a class with class-end Muddiest Point feedback and instructors respond to student misconceptions and learningissues by adjusting instruction and providing next class feedback to the students. The two-wayfeedback process promotes self reflection not only on the part
Paper ID #12991Building capacity and social capital around interpretive research qualityDr. Joachim Walther, University of Georgia Dr. Walther is an assistant professor of engineering education research at the University of Georgia (UGA). He is the director of the Collaborative Lounge for Understanding Society and Technology through Educational Research (CLUSTER), an interdisciplinary research group with members from engineering, art, educational psychology, and social work. His research interests range from the role of empathy in engineering students’ professional formation, the role of reflection in engineering
scores, schools payless attention to non-tested academic subjects2. As Diane Ravitch (2010) points out in her book“The Death and Life of the Great American School System” even the National Academy ofEducation worries we are apt to measure what we can, and eventually come to value what ismeasured over what is left unmeasured (p.167)3. In response to an educational background thatinforms the study habits of many students, this study is exploring teaching methods that focus ondeveloping students’ confidence in their actual abilities of visualization and graphic expressionthrough classroom experience and reflection. The experience in the classroom can either confirmstudents’ perception or broaden their framework. As Mezirow (1991) pointed out in his
question to assess understanding of the relation between form and forces in a suspension bridge. Image: Maria Garlock 4. To encourage experiential learning. Here we use a sequence of polling questions to guide students through an interactive lecture demonstration or handson activity. Encouraging experiential learning through lecture demonstrations and handson activities We typically implement an interactive lecture demonstration in three stages: predict experience , , reflectand [3]. In the first step, students make their predictions about the outcome of an experiment or
, whichbounces off a reflective surface and returns to the sensor. Then, using the amount of time it takesfor the wave to return to the sensor, the distance to the object can be computed.The ultrasonic range finder emits a high-frequency sound wave that alerts the robot to things inits path. A Programming Kit is needed to change the program in the VEX Controller. These arespecific behaviors achieved by the ultrasonic range finder: measure distances from 1.5in to115in; detect obstacles using high frequency sound waves; create more autonomous functions.The sensor can be used to determine distances to objects. It can be used as a tool to determine ifany objects are in the robot’s path at all. To increase the sensing range, the sensor can bemounted to a
staff primarily evaluated based on their engineering education research pro- ductivity. She can be contacted by email at apawley@purdue.edu. c American Society for Engineering Education, 2019 Engaging in STEM education equity work through a course: studying race, class and gender theory in engineering educationAbstractEach of the authors are currently enrolled as students or serving as an instructor in a graduate-level engineering education course which is cross-listed with the women’s, gender, and sexualitystudies program at a large research university in the Midwest. Through engagement withpodcasts, readings, reflection, and discussion with others, this course seeks to help
expand upon rotations, reflections, andtranslations. In addition, the course begins with mathematical formulas that speak to the issue ofgeometric shapes, followed by an intense development of the Fibonacci sequence and several of Page 13.1184.3its properties illustrating the utility of the sequence in the “real world.” In the current study,students were shown some past student projects submitted as partial fulfillment in the previousMATH 131 courses to introduce each new topic visually and were required to complete a muchmore comprehensive project component (hence the term Implementing Techniques for Project-Directed Mathematics). The students
onesemester. Student participants were freshmen who were involved in the required communityservice learning projects. Participating students were assigned to the community servicelearning sites, required to provide innovative solutions to the problems they identified on thesites, and facilitated with the designed interventions of question prompts on self-regulatedlearning and creative problem solving, which included metacognitive prompts, proceduralprompts, elaboration prompts, and reflective prompts, as well as prompts for creative problemsolving strategies. The presented results were based on analysis of data collected throughstudents’ process journals and project reports. The students’ utilization of question prompts, andself-regulated learning
’ metacognitive skills in learning andcreative problem solving in their engineering education. This will help students to enhance theiracademic performance and pursue engineering studies as their career goals. The outcomes fromthe prior implementation are outlined through students’ responses and reflections on theirlearning experience. It is expected that the presented scaffolding could have positive impact onstudents’ self-efficacy and higher-order skill development, and further experimental research isneeded to validate this conclusion. Page 25.575.2
attract college STEM majors into the teaching profession and bydeveloping a rigorous middle grades teacher preparation program that reflects core commitmentsof effective middle grades educators. We will present some of our progress thus far related toSUSTAINS development.IntroductionBeginning in 2012, teacher educators throughout Pennsylvania launched programs to prepareteachers who specialize in middle grades (4-8). The Commonwealth of Pennsylvania’s newemphasis on highly qualified middle grades teachers provides a unique opportunity to impactchildren at a crucial time in their formal education experience, when they are developing a senseof their efficacy as learners, exploring career aspirations, and developing as adolescents alongsocial
emerged over the years: the publication now servesas a research aid to members of the engineering technology community. Proceedings of the 2004 American Society for Engineering Education Annual Conference & Exposition Page 9.1258.1 Copyright 82004, American Society for Engineering EducationTrendsIn addition to providing an annual snapshot of engineering technology scholarship, thebibliography also reflects changes within the discipline. The first bibliography, which listed1986 publications, included just a few entries for computers and electronics: SPICE was the ragefor teaching electronics, and computer-aided
meet a specific industry'sneeds, a model using the PBL-approach will be presented. In this model, an interdisciplinarydevelopment team, consisting of technical and general education instructors familiar withinterdisciplinary and problem-based instruction, is formed. Through interviews with plantemployees and visits to the plant floor, the team evaluates the scope and sequence of an existingcourse and identifies potential PBL modules to fit both the educational requirements of thecourse and workplace activities. Workplace scenarios are written, reviewed with industrypersonnel, and modified, if necessary, to reflect actual workplace situations. When the material ispresented, students are presented a problem that relates to their workplace and
junioryear in undergrad through the completion of a master's degree or through the completion of theirqualifying exam within a Ph.D. program, the program provides opportunities throughout todeeply engage students in reflecting on social issues. The goal of the program is to foster theprofessional development of S-STEM scholars to develop socially conscious engineers andengineering faculty who support students and come up with innovative solutions that meet thediverse needs of different populations.Socially Conscious ProgrammingUML’s S-STEM Program is halfway through the second cohort’s first year. The programmingdescribed was offered in the first year for the first cohort and is being offered to the secondcohort during their first year in the
students experience.” Such data can contextualize the design and the delivery ofthe intervention. To examine FOI, an LR-LS fidelity rubric was developed by the research teamto score faculty on five “critical components” [1] of the LR-LS framework: 1) STEM/academicliteracy, 2) affordances for student interaction, 3) orientations to student learning, 4) reflectivepractice, and 5) faculty leadership. Our FOI rubric was intended to capture the extent to whichLR-LS components were enacted during lesson study (quality measure). The five LR-LScomponents were measured using a four-point scale. A score of “0” means the component wasnot present, “1” reflects minimal implementation, “2” reflects moderate implementation, and “3”reflects strong
ofdesigning and building technologies. However, they do this within the context of unique placesand among distinct milieu that reflects its own engineering culture [8]. Thus, engineering cultureand the development of engineering identity is inextricably tied to the places that reproduce itand contains within it specific organizational patterns, embedded norms and routines, sharedbeliefs, and values that often mediate how students engage with faculty, staff, and one another.In short, culture cannot be decoupled from the place in which it is experienced and imparted.Extant research delineates visible manifestations of culture as “ways of doing things” within theclassroom and laboratory spaces—which often prioritizes the teaching and development
to monitor or control any aspect of cognition, forexample, memory, attention, communication, learning, or problem-solving.Metacognition is also about learners’ ability to set goals, consider the nature of a taskand reflect on their learning [7]. In the context of technology education, successfullearning also involves the intentional use of strategies, techniques or heuristics thatcan help in the process of problem-solving and invention.The motivational aspect of SRLT refers to students’ intrinsic satisfaction from beingengaged in challenging assignments and their self-efficacy beliefs about their abilityto accomplish a task [8]. According to Bandura’s [9] socio-cognitive theory, self-efficacy beliefs are determined by previous positive
first two exams for study.For the first step of the exercise, students need to correct the mistakes on their exam. I allowthem to use any resources to find an acceptable answer, including discussions of the problem withother students and asking me for advice. If the problem is not reworked correctly, no credit isallowed as the follow-up steps are likely to be invalid.The second part of the exercise challenges student performance; finding what “caused” themistake(s). Students need to recall and reflect on their own thinking during the exam. They alsoneed to think about their study habits and learning styles. There is a tendency for all of us to avoidthinking about our failures. We can help students to be more comfortable about reflecting on
for students, midpoint and endpoint focus groups withstudents, and interviews with students’ mentors. Separately, Deters (Author 2) asked the cohort toparticipate in additional data collection for research purposes. The cohort was asked to do weeklyself-reflection with given prompts, and upon their return, each IRES scholar will be interviewedabout their IRES experience. These data will be analyzed in-depth over the next year. Preliminaryfindings from the student reflections are provided below.FindingsStudents’ reflection: what they learned by conducting research in JapanFor their final report, the IRES students, who are co-authors on this paper, were asked to reflectwhat they learned by conducting research in Japan, and what the biggest
ethicalconsiderations before completing the main assignment. Following a class-wide lecture on ethics,it begins with an individual task to identify personal biases; next, it branches out into otherethical perspectives with a team-based task more realistically representing the viewpoints foundin real-world settings. Along with each task, students are required to reflect on their choices andethical positions.In the first, orienting task, a more traditional approach is taken wherein the students are guidedthrough a discussion of the classic trolley problem [12] as applied to the development of self-driving cars. Once students have responded to the question, “Would you save five people bychoosing to kill one?” the students are shown the TED talk, What moral
experiences of a situationand the way one learns alternative or more appropriate kinds of organizing experiences.In brief, cognitive theorists contend that humans learn cognitive structures orunderstanding rather than movements and that the behaviorists are merely looking at theresults of learning 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
historical context using a variety of instructional modes and pedagogicalinnovations.This paper presents the experience of developing and teaching MMW for the first time in 2020 inthe midst of the COVID-19 pandemic. MMW was designed and co-taught by an interdisciplinaryfaculty teaching team from the departments of history, theology, and environmental science. As adesignated “Complex Problems” course, a type of first-year interdisciplinary Core course, MMWoffered 70 students the opportunity to satisfy BC’s Core requirements in Natural Science andHistory through three linked pedagogical components: lectures, labs, and reflection sessions. Ourgoal was to integrate engineering, the history of science and technology studies, and ethical andmoral modes of
technical skills.Although these are necessary for career success and productive work, students must also developcapacities for authentic engineering practices within authentic engineering communities.Specifically, they must develop practices for engaging ill-structured, ambiguous problems, andnavigating complexity and uncertainty through careful, creative application of deep knowledgethat characterize engineering design1. And they must do so in collaboration with others,communicating successfully with diverse stakeholders in formal and informal settings2. Finally,they must cultivate the ability to reflect on the quality of their innovation and communicationefforts3.The NSF and other sponsors fund research experiences for undergraduates (REU
. 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
targeting the motivation and engagement of the students.Presented here are those changes and the associated findings.Design Project (Original Implementation)In 2018 there was a celebration for the 200th anniversary of the novel Frankenstein [8]. Asreported previously [7], in collaboration with faculty in the humanities department, the designproject for a first-year mechanical engineering course was altered to incorporate an explorationof themes from the novel. The students were required to read/listen to the text and to extractthemes that would then be incorporated into a robotic display. The students were led through theprocess with periodic “reflections” that they were to write after completing a certain portion ofthe text. Once a theme was
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