challenges in these areas because of (a) languagerequires significant written communication exercises, barrier (English is not their primary language) for someparticularly in the second course which is a writing students; (b) unfamiliarity with professional workingintensive course. The overall performance of those environment and culture; and (c) student maturity andstudents with English as a second language is reasonably experience. The assessment of student performance in eachstrong once the instructor’s grading expectations are of these skill areas described herein are related back torealized and the students avail themselves of outside these challenges.assistance, such as provided by
“fresh start” when they begin theircapstone project.At the end of the AGV project we ask the students to reflect on their experience both on thetechnical and interpersonal dimensions. On the technical dimension, the project report requiresthe students to explain how they tested the subsystems, how they performed integration testing,and to evaluate how their prototype met (or failed to meet) specifications. The AGV reportevaluation rubric is shown in Appendix A. Regarding the human dimension, each student isrequired to submit a peer-assessment and self-evaluation in which they write at least one bulletedstatement on each team member’s strengths and areas needing improvement, as shown inAppendix B. All aspects of the project should be considered
, professional society, and annual conference activities. As a result of her efforts, in five years DOE CSGF doubled the number and overall quality of applicants, including a doubling and in some cases quadrupling the number of underrepresented minority applications. Under her directorship, the National Science Foundation STEM Talent Expansion Program at Miami Dade College witnessed development and implementation of novel programming for cross-engagement of women and under-represented minorities in STEM. She initiated a rapid start, and then engaged and retained students through online and learning communities, specialized courses, virtual and traditional seminars, peer and faculty mentoring, field trips, and other
dialogues. However, instructor facilitation may result in an instructor-centered discussion whichlimit students’ participation and voice [18], and student-facilitated discussions provide analternative approach. Peer facilitation can foster a sense of student ownership and help studentsfeel more at ease in expressing their opinions [19], and allow practical hands-on experience ofbeing a discussion facilitator [18]. Compared to instructor-facilitated discussions, research onstudent-facilitated discussions is still limited focusing more on the student facilitation techniques[11], [20]. This study aims to explore how overall design and management of student-facilitateddiscussions influence peer interaction and critical thinking in engineering
traditionalhomework in engineering education occurred [1-4], but the overwhelming majority ofengineering faculty members believe that homework is an indispensable component in thecourses they teach. As an analogy, students majoring in English need to write many essays forpractice, and they cannot master the skill of writing just by learning various writing skills andreading novels. In the same way, engineering students cannot grasp the necessary knowledge andskills without the struggling process in solving homework problems [5].Almost all the publishers of the textbooks provide the solution manuals to the instructors, andunfortunately, these materials are leaked to students through the internet. Some websites eveninvite students to provide quiz and exam
Community,thinking not only about your own contribution but also how you would like to interact withothers within this Community, including your peers and your instructors.”At the end of that first seminar students were asked to write reflections responding to that initialletter, “Go back and read that letter to yourself and then write a reflection about your experiencethrough the lens of your expectations.[…] Share how this experience has affected the way youlook at yourself, others, your education, your goals, and your success. Is there anything that younow look at or approach differently due to your experience in this course?” In addition, studentswere asked to write a letter to an incoming student about the first seminar experience.At the end
College Writing Program which provides a student Writing Associate toprovide additional guidance to students, and by the College Library which assigns a researchlibrarian to work with each section to develop research skills.The FYS was a promising context for our foundational interdisciplinary project-basedlearning experience for the same reasons such seminars are effective pedagogically and“high-impact” [14]. They engage students with faculty and with their peers in formal andinformal conversations “about substantive matters, typically over an extended period of time”[15].To our College’s standard FYS learning outcomes related to writing and information literacy,we added three additional learning outcomes: that after completing this class
] .MULTIPLE REPRESENTATIONS OF TURING MACHINESAlan Turing provided a mathematical definition of computation in 1936 [41]. In the same year,Emil Post independently developed algorithm machines that have come to be known as Postmachines [29]. Turing machines and Post machines are proven to be equivalent and their theorydeveloped in 1930s and 1940s has provided the foundation of the theory of computation. Turingmachines are the most popular models for recursively enumerable sets mentioned above.Following Cohen [6], we define Turing machines as follows. A Turing machine is composed of six components: 1. An alphabet, , which is a finite non-empty set of symbols from which input isbuilt. 2. A READ/WRITE TAPE, divided into a sequence
opportunities for a STEM education arenot. Two cohorts of up to 18 STEM students per year will receive annually renewable scholarshipsof up to $4,500, or up to $5,500 if they join the Honors College. These students will participate inPTG’s evidence-based retention and graduation initiatives, including: an in-residence summerbridge program; a Living-Learning Community (shared housing); Academic Success Advising;faculty and peer mentoring; and on-campus or industry-based research opportunities. PTG willhelp identify and describe the barriers deterring low-income students, especially low-incomestudents from rural backgrounds, from achieving a STEM degree. PTG will develop andimplement retention programs for low-income, rural STEM students and will
quantitativedata.The two areas that fewer students reported having skills were in project management andcommunication, particularly communicating outside of engineering. Overall, the sophomorestended to report similar numbers of team members with each professional skill as the seniors.Whereas the seniors could clearly distinguish between the professional skill areas, thesophomores were not adept at this.To understand the impact of the team asset-mapping activity, we compared the sophomores’scores on items from a peer evaluation conducted twice during the semester. Early in thesemester, students tended to report some difficulty managing conflicts related to team tasks, butby the end of the semester, significantly fewer teams did so.We also describe an asset
: Class Time Activity Needed Description Take a short break and invite students compare their notes with a Comparing neighbor, filling in any gaps. Afterward, optionally follow up this Notes 1-2 min activity with a short Q&A session based on any confusing points. End class 2 minutes early and ask students to write down Minute Paper (anonymously or not) the main point of today's class, and/or the / Muddiest most pressing question or confusing point from today's class. Begin Point 1-2 min the next class by addressing any common questions
around education issues in general, and in particular on increasing access and success of those traditionally under-represented and/or under-served in STEM higher education.Prof. William L. Hughes, Boise State University Professor William L. Hughes is the Director of the Micron School of Materials Science & Engineering at Boise State University. He also serves as the Director of the Nucleic Acid Memory Institute, where his research team reads and writes information into DNA for archival storage applications. Finally he is a faculty fellow of the College of Innovation + Design, which he cofounded at Boise State. Professor Hughes received his B.S. and Ph.D. in Materials Science & Engineering from Virginia Tech and
Student Outcomes Innovative solutions to problems in the real world 1, 2, 7 Graphical presentation, technical writing, oral 3 presentation Engineering interdisciplinary teams 5 Application of computer software to solving 1, 7 engineering problems Engineering design process 1, 2, 7 Cost estimation 2 Hands-on learning and experiments 6 Professional organizations
design a curriculum and guides them through the process of developing a course in their field. • ENE 685 Engineering Education Methods (3 credit hours), provides students with a variety of techniques for teaching courses that are both engaging and effective. • ENE 687 Mentored Teaching in Engineering (1 credit hour), enables students to deepen their understanding of teaching and learning through feedback and reflection as they perform their regularly assigned teaching duties. • ENE 695 Succeeding as an Engineering Professor (3 credit hours), covers other skills valuable to faculty members such as writing proposals, selecting and mentoring graduate students, and managing projects.All four courses
various pedagogical techniques that a facultymember employs to connect and teach students. The traditional teacher-centered pedagogy isassociated with top down, hierarchal pedagogy that reinforces passive learning, rolememorization, and hinders the development of higher level cognitive skills ( (Duckworth, 2009;Cristillo, 2010). On the other hand, student-centered pedagogical strategies which promotekeeping students actively thinking, writing, comparing, and applying new knowledge result indeep learning and better student performance (Weimer, 2002; Wohlfarth, et al., 2008). In ameta-analysis of 119 studies, across grades K-20, Cornelius-White, found that learner-centeredvariables such as non-directive verbal interactions, incorporation of higher
-represented minority (URM) status; 50% were females. Students were asked to write aresponse to a case statement before the REU program began and at the program’s conclusion.The case statement asked students to imagine they were graduate students planning a researchproject and to create a rough plan to execute this research project with the goal of submitting aconference paper (see Appendix). The post-REU case statement was identical to the taskprovided for the pre-REU data collection. However, students were also asked in the post-REUtask to compare their post-REU plan with their pre-REU plan, revise their pre-REU plan, andnote any sources of inspiration for their plans (e.g., research partners, courses or labs). Studentsfirst wrote their plans on
proposal, while working in a research group with a faculty, and oftengraduate student, mentor; 2) Mentoring, which consists of a multi-tiered approach designed tosupport the students with trained peer mentors often former LEARN® participants assigned toeach student in the program, paired laboratory/faculty mentors, and a LEARN® programcoordinator; and 3) Community Building, which consists of living/learning opportunities, socialprogramming, and other non-research related extracurricular activities. It is hypothesized that theLEARN® program participants will:1. Demonstrate higher fall-to-fall retention, credits earned, GPA, and graduation rates compared to matched intra-institutional comparison groups;2. Demonstrate developmental gains in
research. We have expanded the useand professional development of near-peer Learning Assistants to facilitate course continuousimprovement. Video studies of student teams engaging in re-situated Studio 2.0 activities haveinformed both activity development and instructional practice. We are piloting an alternativeleads model, a strategy to institute innovation and issues of practice as a core instructionalactivity rather than work supported by external funds. In select studio courses, two faculty sharea course assignment with one orienting towards that year’s delivery and the other takingresponsibility for curricular innovation and instructional practice. These activities are describedin more detail in the following sections.Teaching Innovation
since 2012, wejust recruited our fourth cohort.One crux of our current grant is to examine what happens when we take anintervention and adapt it to a different group. When we adapted WEBS to BRAINS, wedidn’t explicitly study the process of adaptation.Our program is also influenced by the peer mentoring summits for womenengineering faculty of color previously run by one member of our leadership team,Dr. Christine Grant. 4Scientific and professional skills are necessary but not sufficient to increase thepersistence of women in engineering and computer science. The theory underlyingour program developed as the model evolved, first through WEBS and now
. 5Each student is asked to write briefly in their journals on a weekly basis to document their learning and their challenges. These are read by staff who include comments and questions for students. Staff intervene if they think it is needed to improve the situation for the student. In most cases the students are advised to advocate for themselves—ask questions, for example.At the end of the semester of research, the student develops a presentation that shows what she has done during her research, what she has learned, how the research will be impactful if successful, and if this research opportunity has influenced her future plans.They get to make their presentation to an audience of their peers, theirs and others’ mentors and faculty
askedto reflect about what they know. Then, the students are asked to explain how they could use theidea to explain something of their interest or apply the knowledge to a specific task. When thestudents write and attempt to connect their knowledge/learning to their own interests, their storiesand experiences had far greater value than the instructor’s initial intent. Finally, with the studentsat the center and possessing an awareness of the differences in an instructor’s instruction andstudent’s retention, classes can be designed to make learning an enjoyable experience for bothstudents and instructors.IntroductionIn the present-day classrooms, students have access to multiple sources of information such as webcontent, videos, instructional
measurement developed by Anderson et al. (2016).[3] This section asked the students to rate their security in their Proceedings of the 2018 ASEE Gulf-Southwest Section Annual Conference The University of Texas at Austin April 4-6, 2018ability to accomplish 15 specific scientific-communication significant. Data are presented as mean ± standardrelated tasks on a 5 point scale from Very Insecure to Very deviation.Confident. These tasks included writing a first draft, usingcorrect grammar, giving scientific presentations, and asking 2. Resultsquestions in front of an audience or
had immediate access to many resources (peers, TAs, instructors, spaces) to one wherestudents still had the opportunity to share in the same course resources, but did so to a lesser anddifferent extent than in Y1. In other words, as the larger Y2 course moves more toward aninstitutionalized, standard, more factory-like model, we note the tradeoff in losing some of thebenefits that existed in the smaller implementation of the course as well as some surprising gains.As the size of the Y2 pilot is more realistic for any first-year course at a large public university,we share our lessons learned in the hopes of helping other designers of first-year programsponder the consequences of scaling up any course to fit the standard scale of larger
. Additionally,students were exposed to common college practices like office hours, course syllabi, coursereadings, and class discussions. In the 2018 course, specific time was set aside to allow studentsto work on their own (with freedom to work anywhere on campus). These portions of time werespecifically designed to give students choices in how to manage their time.The course, which drew juniors and seniors from various local high schools, did not havespecific prerequisites. Thus, a fundamental challenge of the course was to incorporatedifferentiation into the curriculum delivery to meet the needs of a variety of skill levels. Toaccommodate all students, each section of the course included peer-peer tutoring, office hoursduring lunch, and optional
first-year students, are particularly difficultfor students to succeed as they transitioned to college. Exam formats and expectations aredifferent than what students experienced in high school and vary from class to class. Engineeringmajors report spending a greater amount of time preparing for classes and exams [2]. Manystudents new to college report that they don’t know how to study and prepare for college exams[3], anecdotally reporting that in high school it was sufficient to simply read over notes. Mostnew students are also still building their support network of peers and may solely be studying ontheir own. Additionally, in many courses exams can comprise a significant portion of the finalgrade. Doing poorly on an exam can also have a
attention to an image is a proved brain pathway to involving the thinkingcortex, and hence facilitating the learning.Even before fMRI (functional Magnetic Resonance Imaging) made the pathways of visuallearning visible, the experiential evidence had proven visual thinking to be very effective inincreasing student engagement, class participation, language skills, writing skills, and visualliteracy [2, 3].Although evidence for the learning-enhancement effect of visual thinking has been available fora long time (a review of older research is available in [4]), its usage in teaching, especially inhigher education, has been largely overlooked. The enhancing connection between readingcomprehension and visual imagery was shown for children in third grade
be able to communicate effectively, concisely, and correctly in written,spoken, and visual forms to a variety of audiences using a wide range of media. Communicationincludes the effective sharing of knowledge and expertise in a variety of situations (to peers, tothe general public and to decision makers) [4].” It is these communication skills that are targetedby the IOR competition.In addition to fostering individual skill development, IOR also invites graduate students toengage with the broader research community on campus. This aligns with the larger institutionalplan promoting engagement “across disciplines, campuses, faculties and units [7],” to enhancestudents’ learning experiences. Participants who attend submission preparation
, low salaries, and agender-biased environment.WISE@OU worked to address these challenges through workshops and trainings forfaculty in the STEM departments (and across campus). Over the course of the grantprogram, WISE@OU initiatives focused on career planning (including tenure), work-life leave options, granting writing and funding opportunities, and mentoring. 6WISE@OU created a series of luncheons where junior STEM faculty could meet eachother as well as administrators and senior faculty. These events were a uniqueopportunity to bring together faculty who didn’t normally interact. Newly-hired STEMfaculty were contacted at the start of each semester and
minds.Project Operational/Business Plan: Appendix #1 shows the students assignment, which was tocreate a complete business plan for a start-up company planning to make the cookies for the icecream company using the template provided. A phased approached was used to create the finalreport with 2 intermediate assignments and 1 peer review before the groups had to turn in theirfinal report at the end of the 2 months. Assignment #1 (Green Report) was an outline of the business objectives and the key performance metrics the students would recommend for this company. This was due approximately 2 weeks after the cookie production lab. This section was completed after these topics were covered in class. About 45 minutes of class time was devoted to
in line and watch to see how quickly other questions are being answered (Figure 1C).While a student is waiting, she will see her nickname moving up in the queue and then willreceive a notification when she is next in line. This is useful when the student needs to come tothe designated location, like an advising office or instructor office, to see the instructor oradvisor in person. Once the student’s question has been answered, the question is marked doneand it is removed from the list.Use Cases for the QueueOffice HoursTraditionally, office hours of large courses consist of many students packing into one or morerooms and writing their name on a list to receive help from a Teaching Assistant (TA) or anothercourse expert (“course staff”). In