engagement, and cognitive awakening) to hopeful.Instructional Design and Reflective Writing PromptA team-based, engineering mechanics-based PBL unit was designed using the human-centereddesign (HCD) for communities approach [4] [33]. The HCD for communities approach builds onthe empathic precursory steps described in HCD for users and Design Thinking [34]. The PBLunit tasked students to design a fictitious truss bridge at one of three candidate sites at a nearbycommunity. The PBL unit was ill-structured in that their selection of any candidate site impacteddisparate stakeholders thus requiring research on the community, interviewing real communitymembers to understand their wants and needs, and a deliberative learning
the makerspace lab environment available, it is possible to readily integrateexperiential learning. This can occur as an informal practice or as a project-based assignmentwithin a course. The reflection portion of the experiential learning cycle as proposed by Kolb [9]enables the student to transform experience into learning. Thus, begins a reflection on our actionsand experiences as a department.Continuous Improvement MindsetAs a department managed by engineers, it is not surprising that each semester is approached witha continuous improvement mindset. Taking the time to reflect on the successes and challenges ofprevious efforts. The management of the S-STEM awards broadens those reflections beyond thecurriculum content and places more
course and an undergraduate science course. Participants describedtheir values and motivations in relation to their learning though stories about specific aspects ofthe course curriculum. An empathy map, a design thinking tool, was used by investigators toanalyze each interview, identifying needs and insights about students’ engagement in eachcourse. Based on this initial understanding of student learning challenges, researchers generatedideas to improve learning. Participants were then invited to join small focus group discussions toshare their feedback and contribute their own ideas on the reimagined learning experience.From researchers’ reflections and collaborative discussions, three themes emerged in relation tofundamental learning problems
• How does vascular stiffness • Calculate wave speed using propagation and affect wave propagation? multiple pressure waveforms. reflections Sarcomere force- • What are the mechanisms of the • Simulate sarcomere experiments tension Frank-Starling relationship? using the Hill model [7]. relationships Ventricular • What are end-systolic and end- • Simulate pathologies using elastance diastolic elastance? pressure-volume relationships. • Use a lumped parameter model to Systems-level • What are the physiological simulate an
scores for all eight items were averaged to calculate the mean self-efficacystrength scores. Lower scores were indicative of weaker self-efficacy percepts, while higherscores were indicative of stronger self-efficacy percepts. The computed Cronbach’s α was.89, reflecting adequate internal consistency.Outcome Expectation (OE). Ten measures were used to determine participants’ OE, inspiredby Lent et al. (2003). Participants were required to answer their level of understanding withstatements that contained positive outcomes resulting from obtaining a Bachelor of Sciencedegree in engineering (e.g., “graduating with a BS degree in engineering will likely allow meto earn an attractive salary”). Their answers were ranked from 1 (strongly disagree) to 5
to provide diverse perspectives on pressing topicswithin academic and non-academic communities. Individuals participating in panels are usuallybrought together to express a wide range of viewpoints and to combine ideas, research, andexperiences. We see an opportunity to extend panel discussions to have enduring impact bybroadly distributing the data synthesized during the panel discussions. The use of paneldiscussions as a research endeavor has the potential to broaden researchers' ways of knowing, yetknowledge transfer from panel conversations to peer-reviewed publications has to this point beenminimal.This paper highlights a methodology for analyzing panel discussions, discourse content, andpanelist reflection to produce research results
and Design, the Association of Independent Colleges of Art and Design, and the College Art Association. She joins the multidisciplinary design faculty eager to explore the problem-solving potential of mixing art and design with engineering. You’ll likely find her designing learning toys and games for her students, fiddling with the latest techno-crafts, or maybe just playing with blocks. ©American Society for Engineering Education, 2023 Student Learnings and Teaching Insights from a Multidisciplinary Engineering Design CourseAbstractThis paper presents an analysis on student learnings and a reflection on teaching in amultidisciplinary design course. With the rapidly
Overview ▪ Introduction ▪ About Virginia Tech Center for Enhancement of Engineering Diversity ▪ Objectives and Goals of CEED and A Step to the Doctorate Program ▪ Background ▪ Program Descriptions – 2020 & 2021 ▪ Program Participant Feedback & Reflections ▪ GESES Survey Questionnaire ▪ Exit Survey
, consequential learning.” Inthis paper, we encapsulate our work in this last year (no cost extension) of the grant through thelens of our 17 published or in preparation journal articles.Our research in equity and inclusivity has had three foci: student climate, conceptualization ofoppression and privilege, and organizational change. This research has addressed themes of peerrelations, the relation between epistemology and climate, assessment metrics for understandingsystems of power, reflection on problematic norms that frame engineering culture, anduncontested informal practices that produce gendered and racialized inequities across theinstitution. Our research in meaningful, consequential learning has focused on activities andassessments that align
. ‘Concrete Experience’ describes when a student is exposed tonew information or reinterprets prior knowledge. ‘Observation and reflection’ captures when astudent reflects on new or reinterpreted information. ‘Forming abstract concepts’ is the nextstage where reflection develops into a new idea or modification of an existing idea. The finalstage of ‘testing in new situations’ describes when active experimentation takes place and astudent applies the idea to the real-world [35]. Kolb believed that a student attains newknowledge of new concepts through new experiences, i.e., “Learning is the process wherebyknowledge is created through the transformation of experience” [35].Figure 1.Experiential learning cycleMethodsA qualitative approach was used to
Education department. He has graduated with a bachelors degree in mechanical engineering from Rowan University. Josh is very passionate about education as well as the social issues in both the engineering and education systems. He hopes to further his understanding in both of these fields. American c Society for Engineering Education, 2021 Let’s Play! Gamifying Engineering Ethics Education Through the Development of Competitive and Collaborative Activities Through both success and failure, many engineering projects have a profound impact onindividuals and society. Thus, ensuring future engineers consider these impacts and reflect on theethical
education practices. In this paper, we will discuss the majorcomponents of these pivots, including (i) transitioning existing programming to the virtualenvironment, (ii) reassessing chapter direction and goals by expert elicitation to evaluate chapterniche, (iii) developing new strategies to increase participation and engagement, including theformation of an anti-racism multimedia learning club aimed at promoting awareness of systemicinequity and discussing strategies to combat anti-black racism in higher education, and(iv) continuously adjusting chapter goals and activities through iterative reflection. We will placethis discussion in the context of literature on mental health, well-being, and flourishing ofstudents and educators during this
in differences inethical perspectives. The ongoing collaborative project described in this paper attempts todevelop the cross-cultural sensitivity of Indian and USA students through their reflections oncase studies that present ethical dilemmas in real-world situations. Central questions addressed inthis paper include: 1) How does a pedagogical model based on socio-cultural theory andincorporating cross-cultural activities support undergraduate engineering students in socio-cultural and ethical thinking? and 2) How do engineering students develop their professionalidentities through socio-cultural and ethical discourse? Based on socio-cultural learning theory,the present collaborative effort engages hundreds of students in professional
each of the 3Cs, and a short reflection survey including three open-ended promptsabout EM. A total of 38 UTAs completed the training module. UTA responses to the three surveyprompts were analyzed using qualitative coding. A team of researchers each independently coded the datainto categories and, where necessary, resolved differing results as a team. The categories were chosenbased on an in-depth review of the data before the coding process to determine common themes.Results Prompt 1: Craft question(s) you might use to spark curiosity. This prompt produced a wide variety ofresponses and was designed to encourage TAs to brainstorm questions that can develop the criticalthinking skills and curiosity of their students. The most common theme
structured reflective practices throughout the engineering curriculum. c American Society for Engineering Education, 2017Work in Progress: An Interdisciplinary Course Designed to Assist First YearStudents in Planning and Preparing for Success in the NAE Grand ChallengeScholars ProgramAbstractThis Work in Progress paper describes an interdisciplinary course for first year engineeringstudents focused on exploring the National Academy of Engineering (NAE) Grand Challenges,and recognizing societal issues that influence engineering solutions to those challenges. Thiscourse is offered as a part of the NAE Grand Challenge Scholars Program (GCSP) at ArizonaState University (ASU) to help students develop a personal plan for
concepts and techniques.However, a major portion of teaching still takes places in classroom settings. Educators adoptvarious pedagogical practices, teaching-aids, and technologies to engage students in learningthe course contents effectively within the controlled environment of classrooms. In ideal classsettings, an instructor should be able to reach out to all students regardless of their learningstyles. These learning styles could be sensory, intuitive, visual, verbal, reflective, active,sequential and global as defined in the Index of Learning Styles (ILS) classification system[1] - [5].Active and hands-on learning in environmental engineering is not new. More recently, theauthor has been involved in multiple studies focused on promoting
yetimplemented at another university have been developed.In an effort to broaden the impact of this project a summer workshop was held with a select groupof invited universities. Results from that summer workshop indicate a range of approaches fornew engineering pathways for pre-service teacher preparation will be required to reflect theparticular culture of the universities. Potential approaches identified include:• The use of a minor in STEM education to complement an existing engineering degree, this reflects additions to existing undergraduate engineering degrees• Post-Baccalaureate degree programs –this minimizes impact to undergraduate engineering degrees• Working with educational technology programs –they tend to have greater flexibility
CBET$40,000.00 1$20,000.00 0.5 $0.00 0 2007 2008 2009 2010 2011 2012 2007 2008 2009 2010 2011 2012 * Data do not reflect no-cost extensions for more recent years * Data do not reflect no-cost extensions for more recent
adding to the records of building companies. "Knowing how to do"of those workers happens in the building site and it is part of a structure of occupations, in whichunqualified workers apprehend an occupation side by side with more experienced workers.Finally to recognize that a better education degree is fundamental in the absorption of newtechnologies that demand new productive processes and consequently a new profile of handwork in the building site.1. IntroductionThe so called global work market has been changing drastically the workplace and the practices.Therefore reflecting about the data of the field research and of the permanent dialogue with thesubject of the investigation, it was built a referential to think the object study the worker
, 3) Models do exist for how students learn in solving unstructured problems, Page 14.250.3 4) The “Steps for Better Thinking” by Wolcott and Lynch11,12 and “reflective judgment model’ by King and Kitchener9,10 and advanced by others seem appropriate instruments for assessing experiential learning.Based on the research done to date, our collective and individual assessment of learning bystudents engaged in multidisciplinary team based projects at all four institutions will involve thefollowing: 1) The development of explicit criteria for success 2) On going, in-process assessment at gradable moments during
and feedback; scaffolding and fading; articulating and reflections;exploration; and sequence. Table Three has been constructed to apply the cognitive apprenticeship model toprinciples of 3-D Visualization. Table 3 COGNITIVE APPRENTICESHIP AND 3-D VISUALIZATION CONTEXT Textbook Knowledge Mechanical Drawing Blueprint Reading ANSI Standards Computer Literacy Computer Aided Design 2-D Visualization & Construction
series of questions that students responded to on a Likert scale. Male students had amore favorable view of engineers’ role in society than female students, based on responses toquestions from the Pittsburgh Freshman Engineering Attitudes Survey (PFEAS). Becauseprevious studies have indicated that females want to benefit society through their work, thecontinuing poor perception of engineering as a helping profession among females may reflectrecruiting problems. More revealing information was found in the reflective essays that thestudents write at the end of the semester summarizing their feelings about engineering andwhether they plan to stay in the major or switch majors.BackgroundThe engineering profession needs to recruit more students, and
. Page 11.1283.1© American Society for Engineering Education, 2006 The Efficacy of Ongoing Course Assessment for Enhancing Student Learning in Structural Design CoursesAbstractA technique was recently developed for the continuous assessment of student learningthat involves measuring students’ perception of learning of course topics. The assessmentinstrument is divided into several modules with each module consisting of a detailedlisting of course topics. This instrument has been used in the author’s on-campus andonline structural analysis courses. The results of the data collected from a structuralanalysis course pointed to enhancement in student learning, with the additional benefit offorcing the students to reflect on and take
another as well as relate to how their discipline is practiced [2]. Students who are not able todevelop an alignment in a given discipline in higher education may change majors or drop out toseek a sense of belonging elsewhere.Diversity is one of the greatest challenges to the engineering profession today. Manyengineering schools struggle to attract and retain a student population that reflects the diversityof the general population. One of the key reasons cited for students leaving STEM is theperception of a chilly climate, especially by those who are members of underrepresented groups[3]. Furthermore, there is compelling evidence that diversity among students and faculty iscrucially important to the intellectual and social development of both
observation is impractical. Extensivework shows that student self-reports alone can be unreliable. Students may under- or over-report Commen ted [1]: do you have any citations for self-their degree of misunderstanding based on any number of external factors, or they may legitimately reports?not know the degree of their misunderstandings relative to certain topics. Instead of relying onlyon student self-observations, this study uses a triangulated approach incorporating instructors,teaching assistants, and students each completing a weekly reflection. T he reflection asks aboutthe difficulties or misunderstandings experienced in the classroom during the past week. Theprotocol consists of five items that are tailored to the instructor, T A
transformation emphases are illustrated in the coloredboxes. The colored circles signified the methods and decisions of self improvements (SI0-1, SI1-2, andSI2-3). Various self-improvement methods (teacher reflection, product creativity check, and PBLexperience student report) were adopted in each round (text underlined). The major decisions of self-improvement are provided in the colored circle.This paper is structured as a case study to explain the transformation process listed inFigure 1, including working emphases, self-improvement methods and sequentialtransformation decisions for the DCS capstone course. Figure 1 shows the timeline ofcapstone transformation (rounds 0 to 3) and self-improvement cycles from 0-1, 1-2,and 2-3.In the following, Session
engineering design and engineering entrepreneurship. a. Did the things you learned in the course about engineering design and engineering entrepreneurship help you with the designing your life course activities? Please explain. b. Did the designing your life course activities help you in the course about engineering design and engineering entrepreneurship? Please explain.The DYL activities used in the course were taken from the text and minimally modifiedto suit a classroom setting. The activities used in the course included: • Creation of a life-design team • Identification of key mentor(s) • Creation of health/work/play/love dashboard • Descritption of workview • Lifeview reflections • Good
for- profit or nonprofit institution.Higher Education Tuition-Based On-Campus Enrollments are DownIn the Distance Education Learning Report, Allen and Seaman [1] report higher educationenrollments, overall, for academic years spanning 2012-2015, are down across public and privatefor-profit institutions, while enrollments are slightly higher in private non-profit institutions.Figure 1 below depicts this relationship. Figure 1 – Enrollments by Type of Institution [1]The Allen and Seaman data reflects nearly a one million student decrease of -931,317 in studentsstudying on campus. Figure 2 below depicts both the percent change from 2012 – 2015 as wellas the equivalent student population. Worth noting is that public
Attitudes Toward Engineering scaleand the Reformed Teaching Observation Protocol, respectively. There were significantdifferences in the extent and connectedness of faculty across departments, reflecting departmentalinstructional climate [3].In this follow-up, we examine the social networks of faculty, many of whom were not included inthe original sample, who were recruited to participate in a 1-year series of workshops on learner-centered pedagogy, active learning methods, and use of advanced instructional technology andassessment. Forty-three faculty participated in eight professional development workshops(approximately one every two weeks for each of the two semesters in Fall, 2016 and Spring,2017) on Evidence Based Instructional Practices (EBIS
engineers capable of working in both the social and technical dimensionsof contextualized, open-ended problems [6]. Wisnioski, a historian of engineering studies,reflected in his 2015 editorial that, while calls for engineering education reform towards “global,economic, environmental, and societal context” [7] have been existent since as early as the1920s, “each wave of reform has come with incomplete efforts to establish institutional rewardsthat value such historical and contextual work.” [8] However, since Wisnioski’s editorial, muchprogress towards contextualization has been made in the engineering community, largely in partdue to support from the Accreditation Board for Engineering and Technology (ABET) and theNational Science Foundation (NSF