Paper ID #43944Community College Support for Engineering Students: Reflective JournalingAnalysisDr. Cory Brozina, Youngstown State University Dr. Cory Brozina is an associate professor and the Director of First-Year Engineering at Youngstown State University. He completed his B.S. and M.S. in Industrial & Systems Engineering from Virginia Tech, and his PhD is in Engineering Education, also from Virginia Tech. ©American Society for Engineering Education, 2024 Community college support for engineering students: Reflective journaling analysisIntroductionThis research
’ related matters and policies. He is also the Academic Coordinator of the first year engineering program (Schulich Studio) since June 2023. Dr. Ghasemloonia is a registered Professional Engineer (P.Eng.) in Alberta. ©American Society for Engineering Education, 2024 Classification of alternative grading approaches: review and reflections from practiceAbstractThe purpose of this paper is to review and categorize how alternative grading has been practicedin higher education and reflect on how we, as instructors in a university, apply it in their courses.In this paper, the potential issues of traditional grading are characterized in three aspects: (1)judgemental, (2) high
passing rates for some student work, thus fostering greater leaps inimprovement of learning in those outcomes. Team review of student work also facilitates greaterlevels of cooperation and more frequent deliberate communication between faculty members andindustry colleagues, ultimately enhancing student learning through the sharing of ideas betweenthese two groups.Findings are reported as: (1) a comparison of passing rate statistics before and after inclusion of industry raters, (2) reflections on the process by both industry and faculty raters, and (3) reflections on the process by the administrators of the rating.We recommend that other institutes consider use of industry raters for student outcomes becauseof the enhanced continuous improvement
for Engineering Education, 2012 Survey of Civil Engineering Assessment Changes in Response to Revised ABET CE Program Criteria1. AbstractIn 2008, ABET, Inc. revised the “Program Criteria for Civil Engineering (CE)” included in theCriteria for Accrediting Engineering Programs to better reflect the Civil Engineering Body ofKnowledge for the 21st Century. CE faculty at Southern Illinois University Edwardsvilleconducted a nationwide survey during the summer of 2011 using the American Society of CivilEngineers‟ Department Heads Council list serve to determine if other CE Departments weremaking changes in their programs or assessment plans in response to the revised criteria. In theUS there are 224 accredited CE
Reflection on the Road: How Recent First Year Students Exhibit Reflection During a Short-Term Study Abroad ExperienceAbstractStudy abroad experiences augment college and university curricula and expose students to aninternational setting with lectures, tours, and cultural activities. These studies raise awareness ofprofessional, social and cultural differences among countries. Students recognize globalchallenges to the engineering profession when they discover that another country faces similartechnical, social, cultural and resource-limiting challenges. They also learn that solutions tosimilar challenges in the U.S. may, or may not, be suitable in another country. Reflection is oneway to for students to derive
theirknowledge and interest in the field. This paper evaluates the effectiveness of this course overthree years in two areas: (1) fostering interest in civil engineering among high school students,motivating more students to pursue this path in college, and (2) training graduate students (futureengineering educators) on best practices for student engagement, knowledge transfer, and coursedesign. Many data sources are reviewed for this study, including student artifacts, instructorlessons, and pre-and post- course reflections. These longitudinal data include the period impactedby COVID-19. As such, this evaluation also considers the effects of transitioning to online-onlydelivery, in-person teaching with COVID-related restrictions, and traditional on
Paper ID #37280Pairing Self-Evaluation Activities with Self-Reflection to EngageStudents Deeply in Multiple Metacognition StrategiesAnu Singh, University of Nebraska, LincolnProf. Heidi A. Diefes-Dux, University of Nebraska, Lincoln Heidi A. Diefes-Dux is a Professor in Biological Systems Engineering at the University of Nebraska - Lincoln. She received her B.S. and M.S. in Food Science from Cornell University and her Ph.D. in Food Process Engineering from the Department of Agricultural and Biological Engineering at Purdue Univer- sity. She was an inaugural faculty member of the School of Engineering Education at Purdue
,qualitative and quantitative assessment methods and findings are explained, which overallindicate that students may have experienced both cognitive and affective benefits from theapproach. Finally, a discussion and conclusion offers additional details and reflections about theuse of IE and transmedia in undergraduate engineering.The Development & Delivery of EGR 340Geotechnical Engineering (EGR 340) is a technical elective offered by the Picker EngineeringProgram at Smith College. Established in 2000, the Picker Program is the first engineeringprogram at a women’s college in the United States and one of only a small number of 2engineering programs
teaching.Theoretical FrameworkA reflective teaching framework guided the framing of this article. In this adopted reflectiveframework, the instructor “focuses on themselves, their beliefs, and personalities, and how theseinform their classroom practices.” [1, p. 3]. In addition to this, the evocative theoretical approachto autoethnography in which the author carries out a systematic self-introspection and recall oftheir personal story is adopted in this study[2], [3]. Auto-ethnographers recall their livedexperience to understand and relate them [3].When writing this article, the first author reflected on her classroom experiences of whatpedagogical strategies have worked in the classroom. To further explore the first author's livedteaching experience, a team
Engineering Connect,was designed for the first-year students in an engineering department with the idea of increasingstudent success, engagement, and retention. The program was implemented into a CornerstoneEngineering Design course being offered for first-year students in the engineering department.The students were assigned to complete weekly reflections on the course Canvas space onmatters related to their learning and campus experiences as an engineering student. The inputsfrom these weekly reflections were analyzed by faculty each week and an engagement plan wasset in place with the students who were identified as needing help and guidance on courseworkand/or campus related matters. Also, the students having a successful week were
critical to engineering, reflected in an emphasis onethics in educational accreditation guidelines, as well as funding for research than addressesethics in engineering [1]–[3]. Curricula have tended to take an applied and case-based approach,where professional engineering codes and/or philosophical ethical theories are introduced, whichare then used to resolve questions that arise in cases concerning engineering and technology [4],[5]. In recent years, however, there has been a proliferation of novel approaches, as well asdisagreement concerning the form engineering ethics education should take, and criteria fordetermining what would count as success [1], [5]–[7]. In part, this confusion stems fromdisagreements about the goals of ethics
the results should not be overly generalized due to thesmall number of teachers interviewed, the results indicate that many entering college studentsmay already be somewhat familiar with the importance of EESI in engineering. In addition, thefindings dovetail with recent attention on the preparation of K-12 teachers to educate students onengineering [21], indicating that teachers should be aware of the important role of ethics inengineering.AcknowledgmentsThis study was funded by the National Science Foundation under Grant No. 1540348. Anyopinions, findings, and conclusions or recommendations expressed in this material are those ofthe author(s) and do not necessarily reflect the views of the National Science Foundation.References[1] National
, such as learning to work in a team,to be organized, to be more reflective and critical, and to self-manage ” [3], in addition torecommending the use of Scrum for the development of projects in the university classroom.Yazyi carried out an investigation whose object of study was a workshop-type educationalexperience in a virtual environment, where it was proposed to develop the promotional brochureof a fictitious company, using the Scrum methodology. The members of each team weregeographically distributed, so they used information and communication technologies to carryout the tasks, such as Google Docs, Skype, e-mail, Moodle forums, and Google Wave. As part ofits conclusions, Yazyi mentions that “through the experience presented in this work
students to unfamiliarworkplace genres and the ways in which these genres shape interactions between engineeringconsultants and clients. In the following sections we report on the design, implementation, andpreliminary evaluation of these integrative assignments and reflect upon the potential forcross-disciplinary collaboration toward student achievement of program outcomes related tocommunication.Development of Prototype AssignmentsTwo courses were identified for introduction of an assignment in Spring 2021 that incorporated asignificant component of professional communication in various genres: a course onmanufacturing & product design and a course on heat transfer. Both of the courses wereundergraduate Mechanical Engineering Technology (MCT
Paper ID #33964Engineering Problem Typology-based Reflection and Communication ofUndergraduate Engineering Experiences: Professional Engineers’Evaluation of Students’ Mock Interview ResponsesDr. Andrew Olewnik, University at Buffalo Andrew Olewnik is an Assistant Professor in the Department of Engineering Education at the University at Buffalo. His research includes undergraduate engineering education with focus on engineering design process and methods, ill-structured problem solving, problem typology, and experiential and informal learning environments in the professional formation of engineers. He is interested in the
•Understand and Respect Other Professionals •Research Information Information and •Identify Relevant Information Communication Literacy •Express and Receive Ideas Clearly •Write Concisely •Generate New Ideas Critical Thinking •Think Critically •Think and Act Independently •Organize Things Effectively •Self-Reflection Self-Management Skills •Manage Time and Meet Deadlines •Be Punctual to Class or MeetingsFigure 1. Generic Skills Perception Questionnaire Factors
Paper ID #33572”You Could Take ’Social’ Out of Engineering and Be Just Fine”: AnExploration of Engineering Students’ Beliefs About the Social Aspects ofEngineering WorkMr. Robert P. Loweth, University of Michigan Robert P. Loweth is a PhD candidate in the Department of Mechanical Engineering at the University of Michigan. His research explores how engineers engage and include diverse perspectives in their engineer- ing work. His findings have informed the development of tools and pedagogy that support engineering students in investigating and reflecting on the broader societal contexts and impacts of engineering ac
Paper ID #29422The Napkin Sketch Pilot Study: A minute-paper reflection in pictorial formCapt. Jes Barron, U.S. Military Academy Jes Barron is an Instructor in the Department of Civil and Mechanical Engineering at the United States Military Academy, West Point, New York. He holds a Bachelor of Science degree in Civil Engineering from West Point (2009), a Master of Business Administration from Oklahoma State University (2015), and a Master of Science degree in Underground Construction and Tunnel Engineering from Colorado School of Mines (2018). He is a licensed professional engineer in the state of Texas. His research
students 71.4% 50.8% NA 46.5% 57.0%Classes with 50 or more students 12.5% 20.1% NA 1.5% 0.0%4-year graduation rate 40% 32% 3% 85% n/a6-year graduation rate 76% 64% 37% 90% n/aAcknowledgementsThe authors acknowledge the support provided by the National Science Foundation throughgrant NSF 1820888 and 1821439. Any opinions, findings, and conclusions or recommendationsexpressed in this material are those of the authors and do not necessarily reflect the views of theNational Science Foundation.ReferencesCheville, RA., 2019, “Pipeline
however, WEdoes not imply “writing intensive.” Certified WE courses are not meant to be “writing classes;”instead, writing should be one of several instructional focuses, as required by the new WEinitiative.Since this new initiative is taking effect in Fall 2021, the WE Committee has not established thefinal assessment criteria. The plan is to have each program submit an assessment processregarding the WE related learning outcomes.Literature Review:Writing is an important skill that all engineers should have. Its importance is reflected in ABETaccreditation criterion 3 for student outcomes, “an ability to communicate effectively with arange of audiences.”Wheeler and McDonald [1] stated that writing is a useful tool in engineering if developed
into circuits and communication links. c American Society for Engineering Education, 2020 Measurement of the Effect of Interactive Questions in Lab Manuals on LearningAbstract -- This research paper will describe the results of an experiment in which two groups ofstudents in a laboratory class received different web-based lab manuals featuring interactivequestions, the treatment with many more interactive questions than the control. The hypothesiswas that asking students more questions would cause the students to reflect on the task at hand,which would in turn increase learning. This study was motivated by work on experientiallearning, particularly Kolb’s Experiential Learning Cycle, which suggests that
Paper ID #30869Four Complications in Designing a Validated Survey to Gather Informationon Student Reactions to Reflection ActivitiesKenya Mejia, University of Washington Kenya Z. Mejia is a second year PhD student at the University of Washington in the Human Centered Design and Engineering program. Her work focuses on diversity and inclusion in engineering education focusing on engineering design education.Dr. Jennifer A Turns, University of Washington Jennifer Turns is a Professor in the Department of Human Centered Design & Engineering at the Univer- sity of Washington. She is interested in all aspects of engineering
. The typical number of problems the students wereasked to solve in both the mid and final exams were either three or four. Each of these problemshave a similar guide. Prior to the exams or during the exams, students were not instructed to gothrough the guides. During the final exam, students were asked to respond to the following twoopen-ended questions, and their reflection on the questions were assessed. 1. Do you normally go through the guide and the grading criteria included next to each problem before attempting the problem? 2. Write the advantages and disadvantages of including such a guide and grading criteria for each problem. The figure shows an aluminum and a steel rod that are fixed at the base and support a
(intervention group allowing students to choose from the instructor-led activities),RQ2: What themes emerge when instructors and students are asked to reflect on the pros andcons of offering student choices in selecting course activities?The results of this study will help better TA training and help create a teaching developmentworkshop for the STEM instructors interested in adopting a student involvement strategy byoffering students choices.MethodThis mixed-method study is spread over two terms (Fall 2022 and Winter 2023).Context: To study the effects of student involvement in the choice of course activities on studentexperience, the instructors of ExpecTAtions, also the collaborators, permitted redesigning theircontent and intervention within their
Paper ID #39066Evaluating the quality of interviews with a process-based,self-reflective toolDr. Amy L. Brooks, Oregon State University Dr. Amy Brooks is a Postdoctoral Scholar at the Oregon State University School of Civil and Construction Engineering and member of the Beyond Professional Identity lab at Harding University. Her current research is using interpretative phenomenological analysis to understand well-being and experiences with professional shame among engineering faculty. She is also part of a research team investigating context- specific affordances and barriers faculty face when adopting evidence-based
Reflection on Faculty DevelopmentAbstractMany engineering faculty have been involved in some form of engineering education research(EER) during their professional career. This may range from a relatively superficial participationas a collaborator on a small departmental education initiative to a larger role in a leadershipposition as a principal investigator on a multi-institutional research grant. Regardless of the levelof involvement, each engineering educator must evolve and invest substantial time to acquire alevel of EER knowledge that is commensurate with their desired degree of participation. Forthose educators who are motivated to fully immerse themselves into a potentially rewarding EERprogram with the expectation of perpetuity, their