Apply it Problem posed Experience Testing implications Observation and of concepts in Reflections Learn it new situations Identify what we need to know Formulation of abstract concepts and generalizations Subject-Based Learning START Given problem to
were 25 more inspired or motivated to learn in this course because of the website. 20 Figure 6 indicates that the Computer 15 Aided Design course website was 10 much more successful in this area also. The most likely reason for this 5 is that the website is a reflection of 0
strategies embedded in the PEARLS program, offer renovated alternatives to positively impact the level of success achieved by students in their paths to complete degrees in science, technology, engineering, and mathematics (STEM) disciplines. Acknowledgment This research was supported by the National Science Foundation under Award DUE 1833869. Any opinions, findings and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation. References[1] Rogers, J. J., & Rogers, A. A., & Baygents, J. C. (2020, June), Effects of High School Dual-Credit Introduction to Engineering Course on First-year Engineering Student Self-efficacy and the Freshman
educators when considering leadership competency development. Theseresearchers found some educators believe their students exclusively develop leadership skillsoutside of the classroom while participating in extra-curricular activities and internships. Theseauthors utilized a self-reflective survey of faculty members to raise awareness of entrustingleadership development of undergraduate engineering students to extra- and co-curriculum asan inefficient method of developing leadership skills for undergraduate engineers. Righter et al. (2020) found engineering educators rely solely on teamwork indeveloping leadership competency in students. These authors investigated the frequency ofinteraction between faculty and engineering student teams and
College and our current collaborators,Leah Dodson and Eun-Suk Seo at the University of Maryland, College Park. Support for thiswork was provided by the National Aeronautics and Space Administration MUREP CurriculumAward Program (2023) 80NSSC23M0194 and the MUREP Innovations in Space TechnologyCurriculum Program (2018) 80NSSC18M0126. Any opinions, findings, conclusions, orrecommendations found in this work are those of the authors and do not necessarily reflect theviews of the National Aeronautics and Space Administration.References[1] J.J. Giesey and B. Manhire.“An analysis of BSEE degree completion time at OhioUniversity.” Journal of Engineering Education, vol. 92(3), pp.275-280 (2003). Accessed athttps://onlinelibrary.wiley.com/doi/abs/10.1002
. The post-project presentation allowed me to reflect on both what went well and what didn’t in the entire process. Overall, the course was very enjoyable for me.” • “The hands on projects that we did contributed most to my learning because we were able to learn how beams and strain gages worked. It kept us engaged and forced us to really think about what we wanted.” • “Watching the lectures prior to class and then seeing what we learned applied in a physical way was very effective and helped my learning experience.” • “The course was very interesting in that we actually got to build and create things with our own hands, something I think some other mini-projects missed out on. Because the
effect ofvarying the primary problem image to reflect different levels of abstraction on studentperformance is unknown.This study explores the question of whether the ability of students to draw FBDs is affected bythe level of abstraction of the primary image shown in the problem description. Two studentpopulations were surveyed: first-year students who had just learned to draw rigid body FBDs,and third-year students in their first dynamics course. Students were asked to draw FBDs forproblems with accompanying figures at different levels of abstraction, and the FBDs wereanalyzed for errors.MethodsThree problems were selected for inclusion in this study; students were asked to draw an FBDfor the box of a dump truck, a lawn mower on a slope, and
Copyright © 2024, American Society for Engineering Education 3VLOOKUP and MAX function in Excel and formulated for each of the 720 sequences for eachproblem. S. No Variable Description 1. F* = Total Sum of the six job flowtimes for the sequence chosen by following flowtime the heuristic. yielded by using the heuristic 2. Prob (F≤ F*) Probability that F, the total flowtime for any of the sequences will be less than on equal to F*. Lower probabilities will reflect a result closer to the minimum flowtime job permutation in the population. 3. Rank of
, “Mentoring in Cooperative Education and Internships: Preparing Protégés for STEM Professions,” Journal of STEM Education: Innovations & Research, Vol. 11, No.1, pp. 17-26.12. Brunhaver, S. R., Korte, R. F., Barley, S. R., Sheppard, S. D., 2017, “Bridging the gaps between engineering education and practice,” In US Engineering in a Global Economy, University of Chicago Press, pp. 129-163.13. Rodriguez, R., Imperial J. M., Montefalcon M. D., Padilla J. R., Trillanes A., Abisado M., 2023, “Comparative Thematic Analysis of Reflections from Physical and Virtual Internship Experiences of Computing Undergraduates Students,” Proceedings of the 11th International Conference on Information and Education Technology (ICIET
of these concepts within the hierarchies of non-DEI concepts than anothercolleges. As the majority (n = 17) of maps did not feature interlinks, the percentage of DEIJconcepts per map was also included in the analysis in order to better compare the presence ofDEIJ concepts across the maps.LimitationsWhile the findings of this study, discussed below, do provide unique insights into individualfaculty members’ conceptualizations of their programs of study, there are several limitations.First, this exploratory study is limited to one institution, and does not inherently reflect the stateof DEIJ implementation in Colleges of Education or Colleges of Engineering broadly. Inaddition, the design of the study inherently led to limitations on the data
facilitatorsshowing concern. As with the other differences in our study, the data suggests that there is alevel of satisfaction from Asian students, however it is not as great as White and Hispanicstudents seem to experience. Given the documented stereotype of Asian students as the “modelminority” [16], this is potentially concerning and does highlight a focus area for deeperexploration and improvement—are there biases at play limiting the support facilitators are givingAsian students? Currently trainings do discuss the need for facilitators to make sure they arechecking in with all students and dividing time equitably. However, additional emphasis andstructure to help track this practice and have facilitators reflect on potential biases toward whichstudents
to pinpoint significant safetyissues in line with OSHA standards. Notably, 9 students (about 75% of the total students)suggested practical safety measures, reflecting their proactive approach to safety. Furthermore, 8students (about 67%) were able to identify other varieties of near-miss incidents, indicating theircomprehensive understanding of potential hazards in construction. These results suggest that VRwalkthroughs are a highly effective tool for improving safety awareness and the ability to detectand respond to near-miss incidents in construction environments. 100 92 90
. Various ethical considerations of using ChatGPT include bias in thetraining data, the potential to spread misinformation, job displacement, loss of privacy andsecurity, and many others. In the limited test group of this lesson plan, the students wereresponsive, receptive, and inquisitive about this technology and the applications of generative AI.Not only did the students want to test the limits of ChatGPT, but they wanted to discuss otherethical implications of generative AI, like the ethics of AI generated artwork. One theme that isconstant for the engineer of the twenty-first century is the question of responsibility. Whatresponsibility does the engineer have in the creation and implementation of generative AI? Thisconcluding reflection leaves
and met weekly to discuss thecourse. Although there is a possibility that the instructor’s own teaching style may have influencedstudent performance, it was assumed to be insignificant. As part of this study involved studentparticipation via survey, it is possible that student response was not accurate. In addition, due toits voluntary nature, participation may not reflect the full population of students enrolled in thecourse for a given semester. There are also other factors that can affect a student’s performancesuch as course load, personal work schedule, participation in a sport or other activity, or a student’s 4
Publishing Limited, 2012.[13] E. Blosser, “An examination of Black women’s experiences in undergraduate engineering on a primarily white campus: Considering institutional strategies for change,” J. Eng. Educ., vol. 109, no. 1, pp. 52–71, 2020.[14] S. Leath and T. Chavous, “Black women’s experiences of campus racial climate and stigma at predominantly white institutions: Insights from a comparative and within-group approach for STEM and non-STEM majors,” J. Negro Educ., vol. 87, no. 2, pp. 125–139, 2018.[15] L. C. Brown, B. M. Williams, and Q. S. Williams, “Melanin messages: Black college women’s experiences and reflections on navigating colorism.,” J. Divers. High. Educ., 2021.[16] V. Borum and E. Walker, “What makes the
-analysis andaligning one’s intent with positive micro-messaging, engineering educators may begin theirjourney towards creating positive classroom environments for women and other marginalizedgroups. By effectively using micro-affirmations, clearly delineating parameters of acceptablebehavior (e.g., rendering micro-inequities visible), and making a conscious effort to view theeducational environment through the eyes of non-privileged groups, engineering faculty andmentors will make a great impact for all students, especially women. The power and effect ofchanging one’s language and subtle behaviors cannot be emphasized enough.A further step would be to move beyond individual reflection and behavioral changes to begindiscussing issues of privilege
Caribbean countries, and Venezuela worked toward convertingincandescent to fluorescent lighting, and other countries including the UK and Canada have sinceadopted a phase-out of inefficient incandescent lighting14. This global issue was addressed at the2007 IESNA/Cooper Teachers of Lighting Workshop by an international cohort of lightingeducators. This consortium considered methods of incorporating energy efficient lightingmethodology into relevant coursework, transforming traditional lighting design education. Asthese legislative directives are recent and continually evolving, architectural and interior designcurricula must stay abreast of developments to reflect emerging issues in lighting technology.It is pertinent for students to understand
theengineering fields so our students are engaged and excited about their chosen field of study byseeing and discussing the end product of the industry‟s efforts.Collaborating with engineering success coursesIn reflecting on the Freshman Career Exploration Evening, it occurs to us that the event seems tohave taken place in a vacuum with little actual and deliberate ties to other experiences that our Page 22.768.10engineering freshmen encounter. With this in mind, the Engineering Career Center is developinga multifaceted freshman career exploration curriculum that will be plugged into the engineeringsuccess courses starting the fall of 2011. The Freshman
sciences discipline will help them to become better engineers. Success. Average 73%. Acceptable results for all criteria in rubric. CENG 2336, Property HW Essay. Reflect on how GIS can be Geomatics location applied in selecting the “best” location for a property. Develop three criteria to use in site selection: how criteria are relevant, influences
reaching young women.References1. This material is based upon work supported by the National Science Foundation under Grant No. 0802505. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation.2. National Science Foundation Engineering Task Force. The engineering workforce: current state, issues, and recommendations. 2005. p. 19.3. Thom, J.M., R. E. Thompson and C. Hoy. Understanding the barriers to recruiting women in engineering and technology programs. Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition. 2001. http://www.asee.org/acPapers
general consensus from the focus groups is that Virginia Tech is more family-friendly than itused to be. Newer faculty members with families appear to be having a different experience thantheir colleagues with more years of service (e.g., faculty members who started as assistantprofessors in the 2000s vs. faculty members who started as assistant professors in the 1990s orearlier). “One thing that has been a change I think largely as a result of the Advance grant is I do think the focus on work-life balance and being more family-friendly. That really has changed quite a lot.” – focus group participant “I think that that directly reflects a change in attitude. It's actually okay to have a baby, it's okay to have to do
fieldas a result of the program. The increase in confidence level for performing engineeringcalculations is intriguing as no calculations were required for any of the laboratory modules.This may reflect an overall increase in confidence related to a better understanding of thebiomedical engineering field. The increase in confidence in performing laboratory experimentsis likely due to their performance of multiple hands-on experiments over the span of theprogram. In addition, the participants increased their knowledge of the educational opportunitiesavailable for them in the biomedical engineering program at Western New England College. It islikely that many of the participants were unaware of the institution itself as well as thebiomedical
particular because they feltthat how the various scores were weighted did not appropriately reflect what they had spentthe most time on. There were also concerns over group grades versus individualcontributions. Implementation of PBL in the Course MAE 3200 Engineering MaterialsSupported by a NSF grant (DUE-0836914), we have designed, developed, and initiallyimplemented a PBL version of MAE 3200, Engineering Materials. The initialimplementation of the course for purposes of research was a traditional lecture courseenrolling 62 students in the fall of 2009. That version of the course introduced conceptswith instructor lectures following the textbook (Callister, 2007). Topics covered are shownin Table 1. The course is taught by two instructors
AC 2011-2623: IMPROVED TEAM FUNCTION: STUDENT-DRIVEN TEAMRULES AND CONSEQUENCESPeter J. Shull, Pennsylvania State University, Altoona Campus PETER J. SHULL is Professor of Engineering at The Pennsylvania State University. After a successful career in the technical field of Nondestructive Evaluation (NDE), and having worked at the prestigious Nation Institute of Standards and Technology, Dr. Shull made the decision to return to academia and began his career in education. From the first day, Dr. Shull noted an apparent lack of sound educational practice at the higher educational level. This is reflected in a statement made by Dr. Shull’s Ph.D. advisor regarding teaching”If you know the material well, you’ll be a great
, Kölling M. Objects first with Java: a practical introduction using BlueJ.Pearson/Prentice Hall; 2009.11. Kölling M. Using BlueJ to Introduce Programming. In: Bennedsen J, Caspersen M, KöllingM, eds. Reflections on the Teaching of Programming.Vol 4821. Lecture Notes in ComputerScience. Springer Berlin / Heidelberg; 2008:98-115.12. Kouznetsova S. Using BlueJ and Blackjack to teach object-oriented design concepts in CS1.J. Comput. Small Coll. 2007;22:49–55.13. Patterson A, Kölling M, Rosenberg J. Introducing unit testing with BlueJ. In: ACM SIGCSEBulletin.Vol 35. New York, NY, USA: ACM; 2003:11–15. Page 22.985.1414. Henriksen P, Kölling M. greenfoot
a system; however,they do not teach the tools that are needed to know how to integrate these concepts togetherduring the system development process. The downfall reflects in the student when theycannot develop a successful senior design project.As a solution, a state-of-the-art education is being presented as a project-based learningexperience. This type of educational method has been designed to push motivated studentsinto a fast pace, learn as you “build” environment in which students need to integrateeducational theory with applications. While not being a requirement by the university, adirected independent study was performed by a junior level student in the summer of 2010.The objective of the study was to apply compartmentalized
-course survey was conducted in the secondweek of class and the follow-up post-course survey was conducted after the completion of thefinal Lab-in-a-Box course project.MethodsSurveys were made available on the student course management sites. Completion of thesurveys was a required component of the course as a self-reflective component of their learning,but students could opt to have their data excluded from the study.In ECE 2074, of the 121 enrolled students, 106 completed the pre-course survey and 95permitted their data to be released. A total of 91 students responded to the post-course survey,with 80 students allowing use of their data. Just over half were second-years, a quarter werethird-years, and the rest were in their fourth year or
studentlearning.AcknowledgmentsThe views expressed herein are those of the authors and do not purport to reflect the position ofthe United States Military Academy, the Department of the Army, or the Department of Defense. Page 22.917.15Bibliography1. Boettner, D., Norberg, S., Melnyk, R., Highley, J., Rounds, M., and Arnas, A. Ö., 2006, “Teaching theFundamentals of Thermodynamics and Fluid Mechanics through an Integrated Systems Approach,” Proceedings ofthe International Mechanical Engineering Congress and Exposition, November 5-10, 2006, Chicago, IL, Paper #:IMECE2006-13815.2. Boettner, D.D. and B.G. Crawford, “Consistency Considerations for Integrated Thermodynamics
facilitated discussion at the end of the semester, students expressed frustration with the“report back” parts of exercises. This is reflected in the student feedback in Figure 2 wherestudents wanted to see fewer instances of cross-university student interactions. The large numberof groups among the three universities made it difficult to maintain attention during informalreport backs, especially since audio and video feeds were difficult to hear and see. Studentsrecommended that future reporting from active learning activities incorporate visuals such asslides so that students at other sites could clearly make out what was being shown
period in between the first and third period classes, theteachers, scientists and engineer had time to reflect on the first class, discuss other ideas that theteachers had to further enhance the visit for the students, and identify problems that could beaddressed in the remaining class periods. At the end of the day, the teachers, scientists, andengineer met for an hour to debrief. Some outcomes of this session included: Eight to ten students in each classroom worked directly with a scientist or engineer (78 total students) Page 22.1161.4 Students were very receptive to help from scientists and engineers Passion of the