the process of the coursedevelopment. These included course syllabi, assignments, and grading rubrics. Second, was the firstauthor’s ongoing reflection and further discussion of his experiences during the analysis process (i.e.,member checking and structured reflection).Facilitated autoethnographyAutoethnographic methods, generally, focus on analyzing a researcher’s own stories of their personalexperiences [22]. Analyzing such experiences aids understanding of and connection to the broader world(e.g., cultural, social) in which those stories exist. Doing so enables researchers to critically examine thedominant narratives and themes in which those experiences otherwise exist without question or analysis[15]. Autoethnographic research is useful
using student data in project development, including identifying relevantquestions that the student data can help answer and with a focus on the latest S-STEMsolicitation requirements; and c) drafting a plan for requesting student data from theirInstitutional Research and Financial Aid offices including IRB considerations.Workshop Development and ImplementationThe workshops were developed using systems thinking and evidence-based approaches to buildcapacity in the participants’ recognition of the value of data to their S-STEM project goals andincrease their confidence to gather and use student data. The three-part workshop and participanthour sessions incorporated inquiry, reflection, hands-on activities, and practical strategies to bothmeet
humanity. Thisassimilationist model of education operates under a neoliberal paradigm, in which people arereduced to their economic metrics. Consequently, the problem of social inequality is understoodas economic inequality in which the solution becomes education that can promise higher salaries.Sengupta-Irving and Vossoughi call this "the politics of respectability in STEM, in whichpersons devalued in society will be valued when they reflect what the market values (e.g., STEMskills), as a way to end racialized poverty by gaining power within capitalism" (Sengupta-Irving& Vossoughi quoted in Vakil & Ayers, 2019, p. 452).In the introduction to this special issue of Race Ethnicity and Education, Vakil and Ayersproblematize how institutions
tointentionally promote growth of the professional person. By 2020, the program had achieveddisruption, earning an ABET innovation award and being named an “emerging world leader inengineering education” in the Reimagining and Rethinking Engineering Education report. Thelatest evolution of the program combines on-line learning and work-based learning for asustainable model that serves a culturally diverse nationwide audience of community collegecompleters.This is a story of innovative curricula putting team-based project learning at its core. Promisingstrategies addressed in the paper include ABET outcomes, reflection, identity building,metacognition, teamwork, industry PBL, recruiting, learning communities, and continuousimprovement. The conclusion puts
highlight a small fraction of this new body ofwork, where students begin to engage in discussion of ARDEI concepts and ARDEI context istaught explicitly in engineering courses or is included in engineering problem solving.Some educators have begun adding context to show the connections between engineering andsociety to engineering examples, homework, and textbook problems that have traditionallyfocused on the technical aspects of engineering problem solving. Hirschfield and Mayes capturestudent interest in a chemical engineering kinetics course by using tangible examples of baking,antifreeze, and flame retardants, and asking students to reflect on the ethical considerationspresent in the design and use of these chemicals [14]. Riley’s
particular, thearchetypal figure of Victor Frankenstein offers students a model of a negative “possible self” thatcautions against rogue engineering practices. The paper analyzes themes from Shelley’s novel asthey were used in courses in science, technology, and society (STS) to foster ethical reflection onthe perils of practicing irresponsible, presumptuous, unaccountable, and biased techno-science.IntroductionMary Shelley’s novel Frankenstein is widely regarded as a foundational work of early sciencefiction that cautions against misguided and unethical science and engineering. As such, the novelshould be poised to help engineering undergraduates cultivate moral imagination and acommitment to socially responsible techno-science. Along this line, a
overcomingstruggles, and described their negative perceptions of engineering before entering the major. Participants with alllevels of CSE highlighted their own creativity with respect to the performing and visual arts, before reflecting oninnovation as creative. Most participants with low CSE described their lack of creativity in the arts. They alsodiscussed being “intimidated” by negative classroom experiences more than their peers with higher levels of CSE.Those with low CSE were also exposed to more engineering centered experiences in high school, and most had aparent who worked in the profession. It is expected that this research will provide a more comprehensiveunderstanding of CSE, perceptions of engineering as a creative field, and the educational
student demographics and acontinuous improvement process. Key concepts, processes and outcomes developed during thecourse sequence include self-assessment and self-awareness, identifying their leader capabilities,developing a lifelong learning plan, authentic leadership, and reflection. The findings of thisstudy suggest that leadership development can be meaningfully facilitated among engineeringand technology graduate students through a graduate program course, setting the trajectory forsubsequent growth and enduring benefit. This paper primarily fits the Assess strategic initiativeof the LEAD division, and the presentation will meet the Inform initiative.INTRODUCTIONBACKGROUND – LAUNCH OF AN ENGINEERING LEADERSHIP COURSEOver the past two
Review’ where they answer questions to assess theircurrent skill level and motivations. Next, students are presented with “Core Content,” a collection of resourcesfrom multiple disciplines. The third step is a “Knowledge Check” of close-ended and open-ended questions withfeedback given from a remote grader. In the fourth step, students are presented with an “Application” task, inwhich they are prompted to take the knowledge they have learned and apply it to a given design challenge.Students must meet with a coach to present their “Application” task outcomes and receive real-time feedback.Finally, the “Reflection” serves as the final part of the block when students ruminate on what they have learnedand consider how they will apply their newly
(2017) explored thesimilarities between engineering and pragmatism to show how pragmatism fits with theEWT.A combination of two American-born philosophical worldviews – Care and Pragmatism -provides flexibility and openness to address professional ethics realistically within theethos and culture of engineering. Care and pragmatism are both systems for action andpractice. They embed values into practice, promote reflective thinking, are cognizant ofthe context, and emphasize the need for thinking about the practical consequences of anaction. Because of this, they are open in definition and are flexible, aspects that are hardto navigate in the current ways of teaching the issues in engineering ethics, based ontraditional philosophical
, curiosity, retention and accessibility ofknowledge, value-creation, and other desired learning outcomes. Much of the recent adoption ofactive and collaborative learning, self-directed learning, problem-based and project-basedlearning (PBL), peer to peer learning, and other similar learning strategies are aimed atdeveloping innovative and entrepreneurial mindset skills, but they have been limited to CapstoneDesign courses. Our aim is to develop the entrepreneurial mindset much earlier in the studentengineers’ undergraduate education.The Iron Range Engineering program is entrepreneurial in nature, based on continuousimprovement, self-directed learning, and reflective practice. Our student engineers learn incontext, by applying technical engineering
voluntary.The pedagogical theoriesThe pedagogical theories supporting the Para didactic Laboratory activities are: i) constructivismas proposed by Jean Piaget; ii) experiential learning according to David Kolb and John Dewey;iii) reflective learning according to Donald Schön and John Dewey. And as support tools: i) thefour stages of competence of Noel Burch; ii) the theory of Flow created by MihalyCsikszentmihalyi.ConstructivismAccording to Jean Piaget for the process of learning to be efficient it must take into account thecurrent stage of cognitive development of the students and create situations that allow them todevelop new cognitive structures to absorb the knowledge and develop the skills andcompetences required at each stage of their learning
be reflected in the different types of resourcesprevalent within these “worlds.” The research described in this paper aims to deepen insight ofengineering concept representation, description, and usage in academia and practice (i.e. theworkplace).Two specific issues guided the use of roundabout design as the medium for analyzing conceptuse, representation, and description: 1) roundabouts are specific transportation design facilities emerging in use and design within the United States, and 2) the design of roundabouts served as the larger context for an ongoing case study exploring concept use, representation, and interpretation in engineering activity and interactions.The application of roundabouts as a
these processes and their implications, this study takes an ‘everydayethics’ approach to exploring the micro-level ethical decision-making occurring in student designprojects. We employ Beever and Brightman’s [10] “reflexive principlism” framework as ananalytical device to explicate these processes. According to these authors, reflexive principlismis “an approach to ethical decision-making that focuses on internalizing a reflective and iterativeprocess of specification, balancing, and justification of four core ethical principles in the contextof specific cases” (p. 275). Beever and Brightman [10] recently developed this framework inorder to address the perceived insufficiencies of traditional approaches to ethics pedagogy. Morespecifically
because these individuals will one day be the policymakers and technological innovators of the future.It is reasonable to assume that a bachelor’s degree reflects the coursework and skills acquiredduring a student’s undergraduate education. As a result, scientific knowledge and understandingcan perhaps be directly correlated to the number of undergraduate STEM courses that a studentcompletes. According to the National Science Foundation’s (NSF) Science and EngineeringIndicators 2016 [3], the number of science courses taken in college effects a student’s scientificliteracy. Included in the 2016 report, results from 2014 indicate that students who had taken threeor more science and/or mathematics courses in college answered 81.4% of the scientific
contributed to the youths’ negative attitudes and provided recommendationson how to improve future assessments in this context by making them more relevant andappealing to youth participants. Youth in the professional training program explained that theypreferred a variety of assessment tools, including engaging assessments for re-enforcingtechnical skills and personally meaningful assessments for self-reflection. In addition to theseresults, we present a set of lessons learned that can be applied to the selection and developmentof assessment tools and procedures for youth in similar programs in the future.2. Related WorkMany researchers have underlined key elements in maker courses for success, such as self-directed learning, collaboration with
is the importance of teaching ethics and promoting ethical reflection in a way that is both accessible and substantive. This is a challenge that Richard is keenly interested in. He holds bachelor’s and master’s degree in philosophy. He placed an emphasis on ethics, both theoretical and applied, in his studies. Page 25.584.1 c American Society for Engineering Education, 2012 Ethical Issues Awareness for Engineers in PracticeAs a discipline, engineering ethics is a relatively young one. Younger still is the question of howto teach engineering ethics. Like other applied
reflect on theirlearning both individually and with peers, timely and constructive feedback, and an environment Page 10.1053.3that supports and encourages inquiry. Equally, in their seminal publication, “How People Learn”,Bransford8 et al. argue that individuals learn best when their preconceptions regarding a Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition Copyright © 2005, American Society for Engineering Educationparticular subject are drawn out and engaged, when they are provided with a deep foundation offactual knowledge developed and organized in the context
prototypesolution. Action research was chosen to shift the learning towards developing systemicperspectives on larger societal challenges and social justice. This was accomplished bydeveloping graphical and written representations [33] for perspectives (2)-(4) in Figure 1 toenable students to better perceive and address societal issues impacting upon their designprojects.Methodologically a combination of primarily first-person with some elements of second-personaction research was used. The course was either co-taught or engaged an embeddedethnographer over the five semesters the study was performed and all of the team engaged incritical reflection. The course instructors recognized at the outset of the course that the ‘capstonein miniature’ format was not
Page 15.208.3through the transformation of experience.”11 This experiential learning process is a four-stagecycle where a learner observes and reflects on a concrete experience, these reflections aretransformed into abstract concepts, these abstract concepts suggest new ideas, and these newideas are then tested so they can guide new experiences.12 Central to the theory is that learnershave different learning styles, and make different choices in educational settings.13These learning theories are used to design appropriate simulation exercises depending on thelevel of the learning objectives and the existing knowledge of the students. Ertmer and Newby(1993) suggest that behaviorism works best for introductory learning with students who
efficiently22. Academic improvement in all studentsis then noted as compared with the cohort taught without differentiation 23. This supportscognitive flexibility theory24 and good teaching principles promoted by many educators, includingfollowers of Kolb and Felder learning models18, 25, 26, 27.Felder Learning Style ModelIn this study, the Felder Learning Model is used 26, 27 , along with the Felder-Soloman Index ofLearning Styles28 associated with the model. Detailed description of the model can be foundelsewhere27. In brief, the model has five dimensions: Processing (Active/Reflective), Perception(Sensing/Intuitive), Input (Visual/Verbal), Understanding (Sequential/Global) and Organization(Inductive/Deductive). Felder recommends the inductive
values of the corresponding safety factors. The exercise was semi-structured including smallgroup work, large group work, limited time asking the instructor questions, and limited timeusing the internet. A partially affective rubric was used to score the students, and the final examwas only worth 10% of the final grade. The students had been individually assessed on all of theprior material on partial exams. At the end of the exam, students were asked to individuallyanswer some technical prompts (e.g., How would your approach change if you had more time?What additional information would you want? Which of the results are you least confident in andwhy?) and to reflect on the exercise itself. The experience and feedback were overwhelminglypositive
player choice determines the outcome of the game. Our learning outcomes focused on increasing student awareness and interest in computer sciencecareers, fostering moral and inter-personal development by providing students an opportunity to think aboutpurpose and their role in social change, and encouraging students to use games to explore place-basedchallenges in their own lives.Learning Outcomes and Conceptual Framework The conceptual framework links youth development and foundational learning outcomes incomputer science and computational thinking through the program activities. As all of our participants are‘middle school aged’, and we expect that they would be in the process of exploring potential identities,reflecting on
even teaching awards, withoutneeding to be cognizant of the factors relevant to the validity and reliability of studentevaluations. Faculty, especially beginning faculty, want a tool that helps them to learn theropes of effectively conveying information relevant to the coursework under study,without having to be held accountable for their lack of training in teaching, their othercompeting responsibilities, their need to get salary raises, or even the fact that studentevaluations might be a means for administrators to make them accountable for thepreparation, motivation and work habits of the student population. There is a cleardifference reflected in teaching evaluations of freshman and sophomore level (larger?)classes as opposed to upper
to performtwo interviews with stakeholders or individuals integral to the business. The experienceculminated with a project that required students to create a solution related to disabilitypolicy, workforce management, health/behavioral safety, or technology in the company. Inthe classroom, students were assigned complementary readings on the design process,completed weekly reflections on their learning experiences and weekly readings, anddiscussed the project, the progress, and the resources they required from either faculty orindustry mentors.Being a pilot program, a few challenges were identified. The challenges include framing anadequate assessment framework and balancing the synergy between the work studentsperform inside and outside
out that not all the student outcomes are technical and that non-technical skills are required to be a successful engineer. This is followed by a discussion of thecareer-ready competencies identified by the National Association of Colleges and Employers(NACE) which are listed in Table 1 [10]. After review of the outcomes and competencies,students are asked to reflect on the competencies in which they are most confident at this stage oftheir education and then participate in an exercise to assess the competencies needed whendeveloping a new product.The Poll Everywhere platform was used to crowdsource responses to the question, “Which of thefollowing competencies have you developed during your first year at the university or based onyour
activitiesdeveloped for the pilot offering of a new first-year experience course for all engineering andcomputing majors in our college. The course is multi-disciplinary, with hands-on projects fromseveral different areas. The course introduces engineering and computing design principles andpractices, with a particular focus on an agile methodology. The first activity is part of the teambuilding phase of the course, and it is a kinesthetic activity where students develop a process thatsatisfies constraints and meets an objective. The activity involves several sprints wherein thestudents measure their results, reflect, and improve their processes. It is adapted from an industryactivity using balls; we use balloons because they are more cost effective and
, charge andmomentum balance in biological systems. A total of 41 undergraduates were enrolled in the courseconsisting of 20 students who identified as female and 21 students who identified as male. Ofthese, all participants completed the team assignment and 39 completed the individual reflections(19 females, 20 males).3.2 Study DesignStudents had two weeks to complete the ’Music of the Heart’ assignment [30]. The assignmentwas timed with the heart sound related lectures to ensure students had adequate backgroundphysiologically to complete the assignment. The learning objectives of the assignment were to 1)articulate the differences between a normal and diseased heart sound 2) connect differences inheart sounds to physiological causes and 3
produce a total of 84 Volts DC that was fed to the inverter’s input. The inverter wasconfigured to operate off-grid and produce a 120 Volts AC output connected to the ACdisconnect box, as well as a 50 Volt DC output that charged the battery bank. Thedisconnect box fed the power distribution box which fed the load and 24-volt sourcesthat powered the LIMS box and all the sensors. Although the connection of the sensorsto the LIMS box is straightforward, care must be taken to ensure that the sensors werewired correctly using the appropriate load resistor.Once the sensors were connected, the LIMS “engine” was configured and data wassuccessfully collected reflecting the use of voltage, current and temperature from theload. (a soldering station). The
,but engineering literacy among the general public is as well. Promoting understanding about thenature of engineering knowledge is relevant given both goals. Asunda and Hill (2008) studiedthe professional development for tech ed teachers and teacher educators around engineering andobserved that hands on engineering experiences is a key factor of importance to participants inworkshops. Infusing the nature of engineering knowledge in tech ed classrooms should thereforebe centered on reflection on engineering design experiences that draw out and debrief features ofengineering knowledge. This strategy for teaching about the epistemology of engineering hasbeen found to be effective in teaching about the nature of engineering (Deniz et al., 2020