of two or three.5. Assignment - section assigns an open-ended activity to be performed by students to furthertheir understanding of the topics and enhance their problem-solving abilities. This activity isideally done during class time, but it can be completed by students outside of class time ifneeded.6. Results and Conclusions - the final section is where students will reflect on their learning byanswering questions and writing a short Conclusions paragraph.Table 1. Modules Developed and Deployed in Academic Year 2011-12Course Module Learning Objectives“Introduction 1. Translational a) Design an experiment to determine the Translational Kineticto Engineering Kinetic Energy Energy of an object moving in
interpersonal skills - Social outcomes, such as a longer-term civic engagement and greater tolerance - Learning outcomes, with higher self-efficacy and better preparation for open-ended questionsEyler and Giles4 present the structuring principles that frame a positive S-L experience. Of highimportance is the need to connect students to their peers, their community partners and theirmentors. Also paramount is the quality of the projects: they must be challenging without beingoverwhelming. Finally, the need for reflection concerning the experience and its context (i.e. anaffirmation that the messiness of community projects offers other paths to learn) must also beaddressed.In the SLICE program, most of the S-L projects, as
and the third room for tomatoes. Because northern climates do not provide sufficient light for plant growth, artificial lighting is also needed. We use high efficiency LED lights that make the rooms glow pink (Figure 3). Plants reflect green light, but they absorb light in the red and blue wavelengths of the visible spectrum. Thus, we can reduce energy use
institutional transformationinvolves multiple interventions which take into account (1) the effects of institutional policiesand practices; (2) campus climate, reflecting attitudes and behaviors that diminish women’sadvancement; and (3) knowledge and skills for success in teaching, research, and leadership.Because men are recognized as vital partners in achieving institutional transformation forgender equity, the ADVANCE FORWARD project deliberately cultivates alliances with menfaculty and administrators. The Campus Climate component of the project focuses upon the institutional andindividual responsibilities for working toward a gender diverse faculty and a supportive,inclusive, collegial environment, and tying institutional rewards to success
society. It consists entirely of closed questions, typically on a 7 point Likert scale.The other survey, known as the Civic Minded Graduate Reflection Prompt, assesses how theSLA experience has influenced students’ learning and development, and their attitudes towardstheir education and service learning. It also consists of closed questions.It should also be noted that the more recent respondents to these surveys have used a new surveymethodology to account for ‘response shift bias’ (Howard & Dailey, 1979)4, which basicallyasks them to take a survey, then immediately afterwards take it again. These surveys have helpedour institution tremendously when assessing the growth of these students with respect to servicelearning and civic
Page 23.938.3maintain their basic values, need to find special arrangements that may even contradict the law ofthe land (for example in regards to internet access and freedom of speech 8,9).This paper draws from the author’s observations of the entire academic community in Dubai.The observations reflect both a systemic perspective regarding campus formation, faculty hiringand campus consolidation, as well as an operational perspective regarding attracting, maintainingand graduating top quality students, and the peculiarities resulting from the highly diverseenvironment that emerge in the classroom.Discussion The challenges presented here are roughly divided into startup challenges, which typically are temporary in nature and
the institution, when the individual’s intellectual developmentis congruent with the environment of the college 8.Social integration could be understood as the degree of congruency between the student’s socialbehavior and the social system of the university. Academic, or structural, integration is theacademic performance and achievement of the student. Normative integration, according to Page 23.1211.3Tinto, reflects the student’s appraisal of the academic system of the university and is evident aspart of the student’s intellectual development. The goal of college graduation and thecommitment to the institution are, in Tinto’s model, direct
isprovided for poor performance (illness, language difficulties, lack of background, etc.).EPS and Experiential learningThe educational process in the EPS program is best described as experiential learning.Experiential learning is most easily described as the process of acquiring information through thestudy of a subject without the necessity for direct textbook exposure. In the early 1970s,educational researchers David Kolb and Ron Fry developed the Experiential Learning Model(ELM)4 which is composed of four elements: concrete experience observation of and reflection on that experience formation of abstract concepts based upon the reflection testing the new concepts (repeat)These four elements are the quintessence
system, component, or process to meet desired needs. 2 (design an activity or demonstration to teach a concept using creativity and innovative ideas) 3 ABET f. Understanding of professional and ethical responsibility. (need for outreach and science education to the public, professionalism) 4 ABET g. Ability to communicate effectively. (to a non-technical audience, with multimedia presentation and in written report) 5 ABET i. Recognition of the need for and an ability to engage in life-long learning. (reflect on experience and continuing outreach after graduation) The undergraduates performed the outreach activity at a local Junior High
the K-12 level. Page 23.313.1 c American Society for Engineering Education, 2013 Competition Based Learning in the ClassroomIntroduction Traditional engineering courses at most universities have been taught for decades with a3-hour lecture format, usually meeting for either three 50-minute lectures, or two 75-minutelectures each week. In both formats, the course is generally taught with passive, abstract(theoretical), verbal, and sequential teaching styles, in other words, the instructor presents thematerial with little time for experimentation or reflection
(Prepare, Teach One Another, Ponder and Prove)were used to create the course and each module of instruction.Best Practice 1: Be Present at the Course Site6Each module of the course includes a lesson reflection where students can post an evaluation ofthe lesson. A question and answer discussion board is also an important aspect of the coursewhere students can ask each other questions as well as receive responses to questions from theirinstructor. Further contact with instructors can be made with email. Page 23.431.13Students expect that their instructors will be present in an online course multiple times a week,and at best, daily. A flipped
-city children, cancer patients, and individuals struggling with gender and immigration issues.The original study that proposed photo elicitation supplied the photographs to participants,asking them to use the photos as a starting point for their responses and reflections.20 Otherstudies have followed suit, particularly when examining gender issues.29 The benefits of thisform of the method include not relying on participants to follow through on the requirement tobring their own photos which adhere to assigned categories; having control over being able togeneralize the study’s results; and ensuring a baseline for comparison. However, this version ofthe method limits two of the main benefits of photo elicitation in general: empowerment17
Page 23.697.7Students complete six assignments prior to the RDC competition to help move them through thedesign process. The assignments guide them to develop a problem statement, user needs,technical specifications, alternative solutions, testing procedures and data, and a final solution.Additionally, as part of their final solution selection assignment, students were required to getdesign approval from their faculty consultant. Finally, students complete an end of project surveyto encourage both individual and group reflection on the overall design process (Appendix I).Unlike at Bucknell University however, students were asked additional questions in the surveyabout the RDC itself to help faculty in the continuous improvement process and to
planners and participants because they were allowedto create an environment conducive to experiential learning through the development offundamental leadership skills. This environment reflected their own experiences and providedan incredible learning environment for all those involved.The specific skills that were evaluated during this weekend simulation included but were notlimited to: 1. Effective communication 2. Time constrained organization 3. Mentorship 4. Presentation skillsThe effective communication module incorporated various types of communication methods andillustrated how and when each should be used. Real world examples, such as officecommunication, email functionality and the written word, were simulated.Time
pedagogy that attempts to balance the needs of a non-profitorganization from the community, while providing academic credit for students.1 Through thisexperiential learning style, students have the opportunity to apply their engineering skills to areal-world problem for a community organization.1- 3 Students who participate in SL projectsbetter realize an engineer’s role to help society2, 4 and are forced to examine their beliefs onsocial issues they may not have previously considered.5 As a part of SL projects, students reflecton the project throughout the design process to activate their meta-cognitive abilities; theybecome aware of what they are learning through active reflection.5 Students are expected tocommunicate with the community
. ○ Recruiting techniques for more and diverse computing majors. ○ Pedagogical best practices that result in more and diverse computing majors (e.g., pair programming). ○ Teacher success stories. ● Time every day to reflect, plan for action, and share thoughts and experiences. ● Physical movement, especially as the end of the day approaches. ● Both at-workshop and follow-up evaluation of workshop efficacy and follow-up evaluation of participant outcomes, ● Participant compensation out of respect for their interest in improving high school computer science education and recognition of the value of their time.Each of these principles is addressed in the following sections.Organizer recruitment, selection, and
provides an overview of IM. In thethird section, we describe the professional development program and early results from teacherobservations. We conclude with a summary of planned extension activities.1. From Media Computation to iMPaCT-Math Page 23.1332.2iMPaCT-Math (IM) is an approximate acronym for Media-Propelled Computational Thinkingfor Mathematics Classrooms, which fairly reflects our ambition and our stance – engagementwith graphical programming challenges that focus student attention towards exploringmathematics principles will propel students towards exploration of science, computationalthinking and engineered design.IM consists of
w their suupporting leaarning objecttives; see Fiigure14. Theree were lectu ures focused on higher-leevel topics reelated to “leaarning how to t learn” aloongwith conntent-based leectures focusing on briddging fuels annd the wiredd and conneccted world off2030. Leectures on tools to help frame f and annswer the Q44S through dilemma d idenntification annd Page 23.480.4managem ment were allso included.. Finally, stuudents reflected upon theeir semester learning throougha semester learning essay
by a sophisticated understanding of the complexity of technology. Ethics is a key part of this complexity and the next generation of STEM professionals will need the skills to effectively engage the ethical chal- lenges they will face. Burgess is a regular presenter on incorporating ethics in a K-12 setting. A theme throughout these roles is the importance of teaching ethics and promoting ethical reflection in a way that is both accessible and substantive. This is a challenge that Burgess is keenly interested in. He holds bachelor’s and master’s degrees in Philosophy.Ms. Vinitha Hannah Subburaj M.SMs. Debra J Nash, Texas Tech University T-STEM Center Debra Nash is the Associate Director of the Texas Tech University T
were introduced in that order to quickly bring students up to speedon the strengths, weaknesses, and suitable applications for each device.The graduate students in the class came from both civil engineering and constructionmanagement undergraduate programs. As such, they had limited backgrounds in electronics andprogramming. This assessment was reflected in an initial course survey where students ratedtheir abilities in electronics theory, electronics hands on, LabVIEW, and MATLAB as beingweak, slightly weak, or average (the three lowest categories on the survey). Conversely, theyrated their abilities in math and physics as being average, strong, or very strong (the three highestcategories on the survey).National Instruments LabVIEW and a NI
students culturalcompetence, civic responsibility, and the ability to reflect critically on the professional“cultures” and often-invisible “values” informing science and engineering practice. Theyalso attempt to sensitize participants to non-technical worldviews and alert them to theneed for ethical conduct and sustainable innovation. 28-29,39-40With the support of the Ethics Education in Science and Engineering (EESE) program ofthe National Science Foundation (NSF), we have developed a graduate engineering ethicscourse that might take these initiatives a step further by making the case that theconnection of engineers and scientists to society is a central pillar of ethical professionalpractice. The course brings together engineering, science
noteworthy. First, the Force Concept Inventory (FCI) provided an instrument tomeasure students’ fundamental conceptual understanding of Newtonian mechanics.1,2 Thequestions were designed to test a student’s ability to apply the fundamental laws and principlesin a way that does not require computation. Second, Eric Mazur published his book Peer Page 23.298.2Instruction, which describes the use of ConcepTests to engage students in conceptual learningduring lecture.3 This structured questioning process actively involves all students in the class.Peer instruction encourages students to reflect on the problem, think through the arguments beingdeveloped, and
Page 23.474.3For more than twenty years, networks of teachers have been found to aid sustaining educationalchange.12 Groups of teachers can come together and foster a culture of common understandingfor instructional goals, methods, and solutions.6 In this way, the TPD is expanded from anindividual learning experience to an organizational learning experience. The TPD can provideopportunities for discussion, reflection, and debate.6 In the same way, groups of teachers couldpose a negative influence on the effort if they do not see the value of the content being learned.Van Driel, Beijaard and Verloop13 found that science teaching reform efforts were largelyineffective in a number of countries, largely due to a failure of the TPD program to
Page 23.491.2Several engineering programs engage in community through service learning. These programsfollow a structured format in developing community service. Barrington and Duffy summarizewhat service learning is through definition: There have been many definitions for service-learning in the literature over the years[e.g., (Jacoby, 1996), (Bringle, Hatcher, & Games, 1997), (Stanton, Giles, & Cruz, 1999), (Learnand Serve America, 2009). One of the earliest definitions is still widely accepted andcomprehensive: Service-learning is a “a course based, credit-bearing, educational experience inwhich students (a) participate in an organized service activity that meets identified communityneeds and (b) reflect on the service
government reflect her interest in the intersection between medical device innovation, development, and regulation. She also has educational experience in leadership studies through several training programs, including a vigorous course on ”The Art and Adventure of Leadership” taught by recognized leadership gurus, Drs. Warren Bennis and Steven Sample.Jennifer Wang, University of California, Berkeley Jennifer Wang is a graduate student in the Graduate Group in Science and Mathematics Education, fo- cusing on Engineering Education at the University of California, Berkeley. She also obtained her B.S. in Electrical Engineering and Computer Sciences and M.S. in Mechanical Engineering from Berkeley. Wang has several years
their discipline and someone new. We strongly encouraged them to move tonew seats throughout the semester (if they were sitting at all). Students shared their work ingroups of various sizes and often presented to the entire class. Reflection, self-criticism andconstructive criticism of others were integral to all activities. Passivity was not an option. Theclass met twice per week with two hour sessions. This allowed for flexibility of class activities.Students shared and presented their assignments at each class. All of these various techniquessupported an overall active learning method of Problem-based Learning that incorporated bothCollaborative and Cooperative learning methods19(The course was developed and team taught by Steve Shooter in
in the context of engineering projects, professionalism and reflection (metacognition). His research in the area of engineering education is focused on project-based learning, design and innovation, professionalism and self-directed learning.Ms. motahareh alaeiMr. Andrew Lillesve, IRE Page 23.3.1 c American Society for Engineering Education, 2013Integrating Professionalism in a Project-Based Engineering CurriculumAbstractProfessionalism has been an important component of engineering education not only in the eyesof industry but also the Accreditation Board for Engineers and Technology
tutorials in which two components of motivation aremanipulated: task value and control beliefs. To manipulate task value, the module hastutorials on two quite different topics that would have different levels of interest forstudents: osmosis and the Northern Lights. Before the task value tutorials, the moduleasks students to rate their interest in the two topics. We anticipated that the NorthernLights topic would be more interesting for most students, but it was not for all students,and it was not necessary for that to be the case. After completing the two tutorials thatinclude pre and post tests, students answer questions about their reflections on task value.For the control beliefs manipulation, the module includes two topics about which
the path for student success. As in any PBL courses, Ineeded to play a role closer to that of a coach – using praise when groups were trying butfrustrated, but also honest feedback when groups were coasting or making excuses.I hope that the picture I have painted is of a course that was unique and rich with learningopportunities, and that criss-crossed from the technical to the non-technical many times.But one more aspect was critical – reflection. Every two weeks, the I conducted a shortreflection meeting with the students. The goal was to extract lessons learned. Some wereindividual, private and more formal, while others were informal public discussions. Incourse evaluations, students shared that it was during these reflection periods that
will allow for added laboratory activities.Assessment and Evaluation of the GPMTBased on the evidences and findings from the current project, the newly-developed structure forassessment and evaluation is helpful in adopting evidence-based instructional methods, whichhave a more student-centered learning format. For example, the traditional-transmission learningformat, in which the degree of a student’s success depends only on the performance of quizzes,tests and projects in class, does not truly reflect the effectiveness on learning.We adopted more collaborative approaches for this NSF project to break away from traditionalnorms in education, while assessing students’ abilities in various summative cases; many aspectsin learning effectiveness