responded to an IRB-approved follow-up survey about their learningexperiences. Reflective student feedback from both multidisciplinary trips indicated thatengineering students deepened their understanding of chosen topics in consideration of global,cultural, and societal factors, and that the non-engineering students enjoyed the visits more thanthey expected and overcame initial fears about engineering-related coursework, discoveringengineering practices in many aspects of their social lives. Overall, the students gave positivefeedback about the multidisciplinary trips and demonstrated achievement of the learningoutcomes. In the future, the authors plan to continue collaborations to further integrate the coursemodules and regularly evaluate the
, 2024Beyond the Algorithm: Empowering AI practitioners through liberal educationAbstractAs AI technology continues to transform society, there is a growing need for engineers and technologists to developinterdisciplinary skills to address complex, society-wide problems. However, there is a gap in understanding how toeffectively design and deliver inter-disciplinary education programs for AI-related training. This paper addressesthis gap by reporting on a successful summer school program that brought together specialists from around theworld to engage in deliberations on responsible AI, as part of a Summer School in Responsible AI led by Mila -Quebec Artificial Intelligence Institute. Through deep dive auto-ethnographic reflections from five
conceptualized from a longitudinal study of a scholar’s program atthree different universities in the state of Nebraska. A department faculty member was part of amulti-year institutional professional learning community (PLC) that explored the scale-up andscale-out of this model. Based on their experience from the PLC, this model was used in thedevelopment of the department’s overall student services ethos and in the specificimplementation of two initiatives: 1) hybrid advising/mentoring model, and 2) peer-mentoringprogram. This practice paper provides an overview of the ecological validation model andpresents our approach to implementing these initiatives. We also reflect on challenges and futureopportunities including long-term sustainability and
one hour twice weekly summer school programfor students who had recently finished 3rd grade using this curriculum.This reflection examines the experiences of curriculum designers and instructors during the firstuse of the materials to understand the efficacy of the curriculum to meet key learning objectivesrelated to AMR. This case study reflection also examines the quality of student engagement andease of use to instructors for interactive components developed in this curriculum, like animatedvideos and hands-on activities. All the data and insights presented in this paper are based on theperspectives and feedback provided by iAMResponsible™ team members who developed thecurriculum, summer program instructor, student teaching assistants, and
collaborative skills,and solving complex problems. Many of these works present effective techniques to augment the learningprocess, whereas our study places emphasis on methods to improve students’ ability to synthesize andcommunicate their learned knowledge to a broad audience.This study explores the potential of Gala – a new, open-source, case-based learning platform – to helpstudents meaningfully package and present their learnings from project, problem, and service-basedlearning. Gala’s digital, open-access structure and focus on sustainability education attracts creators withdiverse expertise, intent, and backgrounds [8,9]. The variety of creator’s interests is reflected in Figure 1,which highlights the spread of case studies across the globe. The
Activity: students interview in written communications to industry professionals in set up the meeting. During person (or via meetings they acquire teleconference) who are information, images and take young professionals and notes. Using material from seasoned professionals their interactions, they prepare individual writing reflections of their experience and
], [34]), etc.Given the variety of terms and approaches, we first sought to define our goals for equity-centeredengineering curriculum and instruction. To challenge conceptualizations of engineering thatreproduce and maintain inequitable processes and outcomes, educators must interrogate whatcounts as engineering and support such reflection in their students. Educators must teach thatengineering is sociotechnical in nature [7]; authentic engineering problem-solving is contextual[13], [23]; and engineering is part of justice movements [1], [20]. Such teaching requires bothequitable pedagogy – to model equitable practices and create environments in which students canlearn to be equity-minded engineers – as well as equity-centered content – in
. Participantsfound it difficult to extend their goals because graduation was so far away and there were fewopportunities for reflection within their programs. Implications from this work will help students,faculty, and administrators begin conversations about student goals and encourage students toengage in reflective practices to determine the value of the doctoral degree for them along withwhether their courses and research align with their goals.INTRODUCTION & LITERATURE REVIEW Attrition is high in engineering graduate programs. The 10-year completion rate forengineering PhDs is only 60% depending on the discipline [1], with attrition rates at approximately35% for women, 24% for men, and as high as 57% for African American engineering
documents your design selection process, explains your manufacturing process, and describes the testing and iteration steps you took. 3. Final Design and See Appendix ReportA template is provided to the students for the final report, which requires students to documentthe different steps of the EDP. Students use the previous milestones and comments from theinstructors to complete their final document. Additionally, students are required to include alltheir team meeting minutes as well as personal reflections about the project and theircontributions. Bonus points are awarded for the top three performing teams during the tower-platform stability testing. The requirements of the final report can
diversity and inclusioninitiatives. The course culminates with the project competition. Students are also required towrite reflections and a roadmap to their careers. We hypothesize that the multidimensionalapproach to the course will develop belonging to the profession and STEM Efficacy. STEMEfficacy is the students' beliefs about their abilities to perform STEM learning activities [22-23].II.2. Engineering Speaker Series, Reflection Paper, and Career RoadmapEvery semester, a minimum of 10 professional speakers are invited to speak about the threedimensions through 1. their specific field, 2. the skills to be successful in the field, 3. their story and insights on how to succeed in college, as an engineer, and as a professional for
multipleevidences that support each proposed interpretation and use. The concept of reliability reflectshow consistently the instrument measures what it is designed to measure—in other words, howmuch the scores are consistent [1], [7]. Finally, fairness is about considering and avoiding thedifferent ways the instrument might be biased against or in favor of certain groups, both in termsof how they are scored and how the scores might impact groups differently [8]. These threeconcepts are important when considering the development of an instrument because evidences ofthese concepts can ensure that the information one gets from the instrument are relevant for awide population and that it actually reflects what it is intending to measure [5].With the rise of
engineering andwhat motivated them towards developing equity-minded educational practices for theirundergraduate students. The five faculty participants provided written reflections on how theirlife and professional experiences have informed said practices. From a social constructionismparadigm and using narrative inquiry methodology, a combination of in vivo and descriptivecoding (first cycle) followed by emergent and focused coding (second cycle) were used by thefirst three authors to generate a codebook. The theoretical frameworks of Community CulturalWealth, LatCrit, and Hidden Curriculum guided the data analysis and interpretation process.Two layers of member-checking were conducted amongst the last two authors as well asadditional Latiné/x
Paper ID #41746A Tool for Gaining Insight into Students’ Self-Directed Learning SkillsMiss Toluwalase Opanuga, University of Nebraska, Lincoln Toluwalase Opanuga is a second-year Ph.D. student specializing in Engineering Education Research and a research assistant at the University of Nebraska-Lincoln. She holds a Master of Science in Industrial Engineering from Eastern Mediterranean University, Turkey, and a Bachelor of Science degree in Electrical Engineering from the University of Ibadan, Nigeria. Her research areas include self-reflection, self-directed learning, faculty development, global competence, and
conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gatheredfrom, or generated by, observation, experience, reflection, reasoning, or communication, as a guideto belief and action.8 Questions relating to engineering’s impact on social, political, cultural, andeconomic systems are not often addressed in standard engineering curricula. This paperdemonstrates how various pedagogies in the liberal arts like the “global thinking” routinesdeveloped by Boix Mansilla could be adapted for engineering and science education and couldaddress these deficiencies.7 Liberal Arts are Needed in STEMThere are numerous articles in the popular and academic press that highlight Big Tech’s desire toemploy individuals
activities in freshman engineering design course. Pre-activity surveys and post-activity reflection instruments are currently being developed and willbe presented for the assessment of students’ appreciation for diversity, improved intrinsicmotivation and quality of performance.KeywordsDiverse Teams, Engineering Design, Culture-inspired design activities, intrinsic motivationFreshman students’ well-beingThe first year of college constitutes a time of substantial transition for incoming students. As aresult, a great deal of attention has been paid to improving college students' first-yearexperience(Bowman 2010). Research on the well-being of diverse college students has focusedlargely on adjustment processes that are specific to the college
manufacturing, visits to local companies usingsemiconductors in their production lines, tours of local higher education fabrication andexperimental lab facilities, and designing and prototyping various microelectronic systems. Theprogram and participant experience were evaluated based on understanding students’ change intheir sense of belonging and self-efficacy, career aspiration, and knowledge and skills associatedwith the semiconductor ecosystem. Data collection involved pre-post survey results, students’daily evaluations of the program activities and reflections, and focus group responses.The analysis, employing inductive coding of responses and related pairs analysis on pre- andpost-survey sections, revealed positive outcomes. These findings
coding scheme adapted from a related study by Song, Guoand Thuente [1], focusing on density, organization, and content of the study sheet. The codingcriteria are explained below and summarized in Table 1.Density: • A study sheet is considered dense when both sides of the paper are covered, leaving minimal vacant space. This indicates the volume of information on the paper and the effort invested in crafting the sheet. • Very dense sheets may suggest inadequate preparation for the exam, potentially reflecting a last-minute effort to compile material for use during the test. Dense sheets may not necessarily indicate a strong understanding of the course concepts. • Very sparse sheets may suggest a lack of time
reflected on why understanding redlining andother social justice issues are important to their future careers as civil engineers. This paper describeswhat was done in both classes and reflections from both students and instructors.IntroductionService-learning and community-based learning are proven pedagogical approaches used across multipledisciplines and educational levels to bridge teaching and community engagement (Billig, 2000; Kuh,2008). Over the course of decades, research demonstrates the benefits of service-learning (SL) to studentlearning (Warren, 2012), satisfaction (Drinkard & Tontodonato, 2019), engagement, and retention(Bringle, Hatcher & Muthiah, 2010). This paper describes how information on redlining wasincorporated into a
engineering education, CBE provides a transition from universityto industry. Many parallels exist between CBE and industry practices, in particular thosesurrounding design-based concepts. In industry, new-product development (NPD) requiresattention to detail at the individual project, business, and systems level to create a successfulproduct launch [2], whereas university engineering design courses tend to focus on the individualproject level. Cooper’s [2] NPD success drivers often reflect the type of skills that are a focus inCBE. For individual new-product projects, overlapping concepts include voice-of-the-customer,pre-work, definition, and iterations. Building in the voice-of-the-customer may involve marketresearch for businesses, whereas
construct definitions that reflect more than just our own perspectives on makerspaces. Thepurpose of these definitions is to guide the creation of survey items and interpret the results ofthese items as they coalesce into factors.The second phase of our project, Item Generation and Judging, is focused on writing andrevising survey items with different sources of feedback. First, taking the construct definitionsgenerated in the previous phase, we will create a set of survey items associated with each of theconstructs we wish to measure. Second, we will ask experts in makerspaces and experts ininstrument development to review our preliminary items in terms of their alignment with theconstructs and their writing. With the expert feedback in hand, we
Engineering Education at Purdue University. He keeps a balanced life connecting with nature, staying mentally, physically, spiritually, and socially active, constantly learning and reflecting, and challenging himself to improve. He is interested in learning/teaching collectively, engineering philosophy, and social and environmental justice. His purpose is to help people freely and fully develop in a sustainable world.Mr. Leonardo Pollettini Marcos, Purdue University Leonardo Pollettini Marcos is a 3rd-year PhD student at Purdue University’s engineering education program. He completed a bachelor’s and a master’s degree in Materials Engineering at the Federal University of S˜ao Carlos, Brazil. His research interests are in
. ©American Society for Engineering Education, 2024WIP: Using ePortfolios to Enable Life Project MentoringAmong First-Year Engineering StudentsConstanza Miranda 1,2, Mareham Yacoub 1, Rachel McClam 21 Johns Hopkins University, Whiting School of Engineering.2 Johns Hopkins University, Biomedical Engineering Department.2 Johns Hopkins University, School of Education.AbstractThis is a work in progress. ePortfolios are portfolios in electronic form. These are known topromote folio thinking, a reflective technique that allows students to describe their learningexperiences through a purposeful gathering of objects. This systematic gathering of proof oflearning and professional development could also empower students as they build a digitalpresence
processing between meetings, (2) group discussion and processing of ourexperiences at our bi-weekly meetings, and (3) at the conclusion of the term, an iterative processof individual and collaborative review of our reflections and notes to identify and thematicallyorganize key observations and results.Our Stories (In Brief)Each of us came to Purdue University in the Fall of 2023 from private, teaching-intensiveinstitutions with enrollments between 2,500 and 3,500 students. We differed in our depth ofteaching and industry experience, which is summarized in Table 1.Table 1. Prior Teaching and Industry Experience of the Authors Author Teaching Experience Industry Experience Steve Assistant Professor (NTT
faculty to find appropriate materials, creating barriers both to underrepresented scholars andto those who seek to use their work [9].The glaring gap in guidance for faculty led us to develop the Representation in STEM (RIS) openmini-course. This course was designed to provide faculty with a single page of adaptable contentrelated to representation in a specific discipline or topic area that can be easily used in theirdisciplinary courses. The full course currently contains five modules with the following content: 1. Introduction – details on course development and guidance for using and adapting the course 2. Disciplines – 16 single page lessons for STEM disciplines with readings, videos, websites to explore, and reflection
badgesoffer exciting opportunities beyond their traditional program of study [6]. Digital badges splitlearning into smaller units and are certified separately, allowing the student flexibility in whenand how far to further their skills.In addition to motivating learner engagement and achievement, digital badges can also be usedas a means of: 1. Supporting alternative forms of assessment, differing from standardized tests as the dominant form of knowledge assessment 2. Recognizing and credentialing learning, meeting the increasing workplace demands for evolving skills and competencies 3. Mapping learning pathways, scaffolding student exploration through a curriculum 4. Supporting self-reflection and planning, tracking what was
thequestion: How are metaphors used for epistemological boundary-making in engineeringeducation research (EER)? The first section on epistemological views in EER defines epistemology and synthesizesliterature to illustrate 1) why it is essential to study epistemologies in EER, 2) why EER needsepistemic pluralism, and 3) why it is significant to reflect on the language we use to engage withdiverse epistemologies. The second section on crystalizing epistemological lenses synthesizesliterature across disciplines to show how metaphors crystallize the fluid concept of epistemology.Finally, in the section on seeing the spectrum, we briefly review how metaphors have been usedin EER to clarify epistemologies and propose a study design to investigate
facets of knowledge inlearning activities. Additionally, Krathwohl's revision of Bloom's Taxonomy [14] emphasizes theevolution of the framework, underlining the significance of metacognitive knowledge. This newlyintroduced category reflects advancements in cognitive psychology, stressing the importance ofstudents' awareness of their own cognitive processes—an aspect crucial for effective learning.Building on Bloom's Taxonomy, which originated in 1956 [16], the end goal has always been tocontribute to the development of students’ learning facilitated through a taxonomy of educationalobjectives and in this case, specific to engineering education. The taxonomy not only classifieseducational goals but also provides precision in discussing curricular
method of teaching, which emphasises memorization and standardised testingthrough lectures, rote learning, and memorization, may impede the development of criticalthinking, problem solving, and creative thinking skills that are essential in everyday life. Inaddition, the conventional teaching methods can be monotonous and inflexible, which cancause students to lose interest and motivation in their studies. To make students more attentivein class, students centered approach need to be implemented.Variety of instructional strategies are in practice to engage the students in learning, to enhancestudent learning, and also to provide opportunity for students to reflect on their learning. Onesuch student-centered instructional strategy is Process
academic skillssuch as concentration and time management [24]. Similarly, O’Donnchadha (2018) reported that mindfulness-basedinterventions not only alleviated stress in caregivers but also enhanced their ability to disengage from distressingthoughts and be more mindfully aware [25]. These practices, when integrated with the reflective observation ofpast problems can release the pressure of unresolved issues, providing mental clarity and a structured approach toproblem-solving [26]. This enhances cognitive reappraisal (re-considering the perspective) which can help studentsmanage stress and bring clarity on challenges and priorities. Visualisation: Visualization meditation has emerged as a potent tool for reducing stress and enhancing
Section 1 Section 2 Section 3 Section 4 Spring 2023 23 students 20 students 20 students 20 students Spring 2024 24 students 16 students 24 students 21 studentsData Collection Data collection is being carried out in several distinct phases. The initial phase, in Spring2023, involved the researcher's direct observations, research journal, and reflections whileteaching the narrative pedagogy. The subsequent phase, currently underway in Spring 2024, hasreceived institutional IRB approval and involves student-produced artifacts and surveys. Thefinal phase, planned for Spring 2025, will adopt a quasi-experimental design to collect