decision matrix poster focusing on one user perspective from the three designs documented in the previous assignment (group gallery walk, stakeholder randomly assigned).Assessment and analysis methods. The project was qualitatively assessed through analysis ofreflections collected over two years from the faculty teaching the course, the graduate teachingassistant, a community volunteer who organizes mobile produce markets for the local foodbank,and undergraduate student participants. What follows is in their own words. 23. ResultsFaculty reflections. I wanted to introduce more active learning to a course that is traditionallytaught via lecture, and was encouraged by my participation in a
theme that emerged involved the impact of training on presentation and communicationtechniques. This theme included reflections on how the participants changed their presentation orhow they communicated with the public. Some examples of this theme included participantstalking about how they planned their presentation or how their presentations andcommunications were received by the public. “I was thinking about a slide presentation. But after Monday’s training I realized that’s probably not a good idea.” – Alena “I definitely was trying to think about how to engage in a way that makes people think about their personal lives, and examples, and pull in some of those pieces.” – Kacey “So I decided to put up 4 pictures
; apply engineering principles to multiple open-ended problems; and use reflection andmetacognition as ways to promote technical knowledge transfer [12].Professional learning happens across multiple domains. Professional responsibility is modeledand practiced throughout as timeliness, respect, appropriate dress, appropriate language are allmade explicit with continuous feedback coming from faculty and staff. Teamwork skills areprovided in seminars and practiced in design teams. Multiple workshops per week address topicssuch as: inclusion, ethical action, leadership, reflection, management, happiness, life-workbalance, overcoming adversity, and communication. Each week during the EDP students writethree one-page learning journal entries, most of
immediate human situations in a personal way [10]’. The diverger learning style isbest fulfilled by the practice reflective observation where they focus on the understanding ofideas and situations by observing and describing them [10]. During the abstractconceptualization, stage assimilators can focus on using logic, ideas, and concepts to understandthe topic [10]. Finally, the convergers learning style is best fulfilled by active experimentationfocusing on activity influencing the situation and emphasizes practicing application [10]. WhileKolb’s experiential learning cycle is shown in four defined learning stages, it is assumed thatmost learners learn in more than one way and can be fulfilled by more than one stage of thecycle
this paper.Keywords: Teaching Evaluation, Active Learning, Faculty experiences, COPUS, Studentlearning, Faculty Development The Use of Peer-Observation Protocols in STEM EducationClassroom observation instruments provide a structure for peer-observation of teaching. Similarto end-of-term student course evaluations, peer observation data can play a critical role inproviding faculty with feedback on their teaching methods, communication, active learningtechniques, and student engagement. Furthermore, observation data can provide a basis forinformed critical self-reflection that may prompt positive changes not only at the instructor levelbut also at departmental, college and institutional levels (Smith, Jones, Gilbert, & Wieman(2013
scholarship, the Corcoran award for best article in the journal Chemical Engineering Education (twice), and the Martin award for best paper in the ChE Division at the ASEE Annual Meeting.Dr. Kevin D. Dahm, Rowan University Kevin Dahm is a Professor of Chemical Engineering at Rowan University. He earned his BS from Worces- ter Polytechnic Institute (92) and his PhD from Massachusetts Institute of Technology (98). He has pub- lished two books, ”Fundamentals of Chemical Engineering Thermodynamics” and ”Interpreting Diffuse Reflectance and Transmittance.” He has also published papers on effective use of simulation in engineer- ing, teaching design and engineering economics, and assessment of student learning.Dr. Laura P. Ford
(referred to as “interventions” in the research questions). Thus, ourpreliminary findings are related to the first part of research questions one and four and researchquestion two. We will focus on three qualitative measures: teacher pre-academic year interviews,observations of classroom activities, and student reflections of the classroom activities.Preliminary Findings. Because our research is in early stages, our analysis and findings to datehave focused on helping us revise, adapt and improve our classroom activities and relationshipswithin our developing partnership. We are analyzing data by summarizing notes and throughformal coding process. Overall we are taking an approach consistent with Miles and Huberman(1994) [18].Teacher Interviews
convergent validity testing between the results and the systems thinking construct.Reflective NarrativeDescription: Students will provide open-ended reflections after each Think Aloud activity and onereport on systems thinking and its implications on project management and engineered systems atthe end of the course. A. The open-ended reflections focus on how the student engaged and learned in the course. It encourages students to recognize positive, negative and neutral aspects of the task(s). B. The report challenges students to determine whether they perceive a benefit of systems thinking in engineering and must support their position. Any individual adjustments made between the pre- and post- knowledge survey is
. CN supports all common browsers and platforms, and is also accessible throughiOS and Android Apps.Although CN includes many of the features of a traditional learning management system (LMS),CN offers several unique benefits, and is quite distinct from typical LMS systems such as Canvasand Blackboard. It is notable that the CN interface highlights student contributions, rather thanfaculty-defined course structure. The bulk of the screen “real estate” is devoted to a running listof students’ posts and reflections on posts. The appearance is similar to a Facebook “wall.”Students and faculty can post freely to this area in a number of formats, including “posts,”“polls,” and “reflections” on previous input. Posts may include images, videos, links
Society for Engineering Education, 2018 Successes and challenges in supporting undergraduate peer educators to notice and respond to equity considerations within design teamsAbstractWe describe and analyze our efforts to support Learning Assistants (LAs)—undergraduate peereducators who simultaneously take a 3-credit pedagogy course—in fostering equitable teamdynamics and collaboration within a project-based engineering design course. Tonso andothers have shown that (a) inequities can “live” in mundane interactions such as those amongstudents within design teams and (b) those inequities both reflect and (re)produce broadercultural patterns and narratives (e.g. Wolfe & Powell, 2009; Tonso, 1996, 2006a, 2006b;McLoughlin, 2005). LAs could
represents a cross-disciplinary effort between engineeringand humanities, but it differs from other similar efforts in terms of content and focus [3]. Thiscourse prioritizes familiarity with engineering content and technical style, while also invitingengineering students to reflect upon, evaluate, and defend their organizational, design, andwriting decisions.Implementing a STEM-specific technical writing course also provides students with theopportunity to further engage with their disciplines and the opportunity improve upon any(accurate or inaccurate) negative self-perceptions of general written and verbal ability [2].Goldsmith and Willey note in another study note that if sustainable writing practices were to besuccessfully introduced into
reflect onperformance early in the course would improve student outcomes. In particular, we examinedcounterfactual thoughts, thoughts about “what might have been.” These thoughts contribute tocausal reasoning and play an important role in making plans for the future. Additionally, weexamined behavioral intentions, specific plans for future actions in the course, which researchhas also shown improves student outcomes.After the first exam in a large-enrollment class taken by first-year engineering majors, 290students were randomly assigned to either generate counterfactuals about what they personallycould have done differently that would have resulting in doing better on the exam (vs. describetheir actual performance) and to either generate
facing ourteaching faculty. In consultation with other teaching faculty and with the encouragement fromour dean, we created a learning community for this group, where its share problems, ideas, andresources in order to increase competence and satisfaction in their work.1An explanation of our use of the term “teaching faculty” may be helpful at the outset of thispaper. The literature is inconsistent in its nomenclature for instructors who are hired primarily orexclusively to teach classes. The primary terms used (“adjunct,” “contingent,” and “non-tenure-track”) convey a sense of marginalization and distance from the core operations of institutions ofhigher education. Our decision to use the term “teaching faculty” in this paper reflects our
continue to meet the needs of theconstruction industry. The paper outlines the current state of practice in the industry regardinggraphic communication and presents the results of a survey of 22 contractors. The results arecompared with previous work in this area.1,2 The results and analysis reveal that the needs of theindustry are still fluid dues to changes in graphic software capabilities, and that continuedupdating of the curriculum is necessary to reflect this.The Importance of Graphic Communication in ConstructionOn all construction projects the contract comprises of both written and graphic information forboth the engineering/architectural, procurement, and construction phases, among others.3 Projectdocumentation during construction
the key mathematical thinking skills. It is the ability to create mathematicalrepresentations of the problem at hand. In fact mathematical modeling tasks are often thought tobe the best mechanisms by which students can develop confidence with solving ill-structuredproblems[2]. This research will contribute to the body of knowledge around how students usemathematical thinking to solve engineering problems. After independently completing a 3 hourdesign task students were invited to reflect on their beliefs, attitudes and perception ofmathematical and design thinking through a semi-structured interview. In this paper, our intentis to explore their responses and understand how students perceive their abilities and the enablingand hindering
the LL on the IUPUI campus. Once a student has compiled enough experience, he or she willbe assigned an external project or internship for an outside organization [5]. Every week studentsare required to attend project status meetings and compose reflective journal entries. At theconclusion of the semester, the student provides his or her reflective documentation along with aproject presentation, poster, work report, and documentation of all project work for futurestudent reference [6].According to the US Department of Labor [7], the recent college graduate unemployment rate isnear 13.5%. This number is quite staggering given the amount of time, effort, and financialresources students put into a college education. An article in the Wall Street
passiveobserver or blaming circumstance doesn’t help one’s situation and that shying away fromchallenges (avoidant-performance orientation) won’t lead to growth. This section was alsointended for students to reflect and think critically about their current mindset and approach tolearning, and identify areas where they can improve. This section supports the notion that onecan change their mindset by highlighting scientific evidence from the fields of neuroplasticityand epigenetics. The inner engineering section relates closely to the ideas of mindfulness. It highlightedthe importance of closely monitoring one’s thoughts, emotions, and physical sensations throughmetacognitive monitoring. The researcher discussed how prevalent the mind wandering
learning gains in a course in physiology forengineers [7]. Since these learning gains represent only one way to evaluate outcomes, they donot necessarily reflect other aspects of the classroom such as learner satisfaction or quality ofstudent-faculty interactions. The goal of this study was to ask whether a blended learningenvironment based on low-stakes formative assessments improves students’ satisfaction with thelearning environment and quality of student-faculty interactions.Research MethodsCourse descriptionsTwo sections of a sophomore-level physiology course in biomedical engineering were taught inthe same semester by two different instructors, as reported previously [7]. Both sections requiredreading assignments from the Guyton and Hall
(NU), it was time for more concentrated reflection on the neweducational landscape we had created. As educators in general, we have worked to make theclassroom more than a “square” by venturing outside its traditional boundaries in order tobecome more effective and to retain students in our discipline on a genuine level. In makingthese incremental –and occasionally radical– adjustments in our course formats, it is alsoessential to continually evaluate the suitability of each of the activities and components of ourcourses in terms of learning effectiveness and the level of interest and engagement on the part ofthe students; this is to ensure that the modifications that have been made are worthwhile. We alsoneed to consider that just because we
lab time (a 3-hour long lab and 1.5-hourshort lab) each week. Students are assessed through individual and group work withapproximately equal weight on visual communication skills, oral and written communicationskills, and design.Outside of these constraints, our instructors are free to design the courses as we feel is best forour students. One of the main goals of the courses is to stimulate a “deep approach” to learning,meaning that students should attempt to understand, rather than memorize facts and procedures,and learn to appreciate how the data from various subjects and their own experiences areinterrelated12. Similarly, the major components of the courses must be integrated so that theysupport and reflect each other in a coherent
problem-based learning (PBL) asapplied to medical education, students are presented with a patient case and engage in self-directed discovery of a diagnosis of the problem7. In the PBL approach students can seek outinformation from faculty who serve as tutors or consultants.Schon describes an architectural studio model where the design process is learned as “reflection-in action”8. The teaching model consists of a dialogue between the coach and student whereunderstanding is developed through communication and reflection about the design itself. AsSchon states the “dialogue has three essential features: it takes place in the context of thestudents’ attempt to design; it makes use of actions as well as words; and it depends onreciprocal reflection
student teams toapply the knowledge within an ongoing project instance that follows a specified process. Theresult is a highly iterative methodology evolving the student’s competencies in a rapid fashion.Each course in the Enterprise sequence follows this immersive approach to teaching softwareengineering concepts. For each concept, students are first exposed at a high level to the conceptand its importance to the software engineering profession. Students then undertake a problem-centered learning (PCL) exercise of some depth to gain working knowledge of specifictechniques realizing the concept or method. Then, in project teams, students are asked to applytechniques on complex, scalable projects. Teams then perform reflective learning
Society for Engineering Education, 2007 Everyday Project Management Products Archived as e-Portfolio: Evidence of Social Learning in an Engineering Design CurriculumAbstractElectronic portfolios (e-portfolios) have steadily increased in popularity in recent years as aplatform for students, teachers and programs to collect, reflect on and revise their work. E-Portfolios in education are ideally student-centered and outcomes-based, i.e. students use e-portfolios to evidence learning that showcases authentic work, connections between ideas andcourses over time, and culminating achievements. However, on-the-ground implementation of e-portfolios poses some practical challenges in meeting these goals. First, introducing e
expanded to include increased utilization as a collaboration tool betweenteams and community sponsors as well as a tool for peer to peer evaluation of project teamprogress.ReflectionFor the fall semester 2012, students were given reflective work as part of the course study.Students were asked to reflect on the following questions: 1. Did having a “real” customer improve your performance? Explain 2. Did you feel that you were helping the community with the project? Explain. 3. Do you see yourself doing service in any community in the future? Has this class experience changed that outlook?Eighty-five percent of students felt that having a “real” customer improved their performance,while 11.5% stated that their experience was improved
scientific, mathematical and highly technical concepts is connected to beingable to represent ideas in a form that can be used as a “didactical object”9 as something that canbe a focus of conversation. An object (e.g., drawing, graph, diagram) is not didactic in and ofitself. It becomes didactic because of the conversations it can enable between persons who haveconceived the object as something important to talk about. In addition, it is not only the objectthat can enable such conversations. The process of creating the object can also be a focus forconversation and reflection. Thus, it is important for students to be able to experience the processof creating a representation (representing) as well as the finished product (a representation). A
Aspects of Biomaterials. As part of this course, the undergraduates participatein a semester-long project, entitled “Body by Design,” in collaboration with a children’s museumand a 5th grade elementary science class. At the start of the course, the undergraduates evaluatetheir own personal learning styles (active vs. reflective; intuitive vs. sensing; sequential vs.global; visual vs. verbal). Students are then matched up in groups of four with balanced learningstyles, major, and gender. The undergraduates are simultaneously enrolled in a skills laboratorythat provides a framework for oral and written communication, teamwork, and effective teachingstyles. Within this framework, the undergraduates are continually surveyed and assessed on
to any introductory academic engineering exercise that deliberately aims to incorporate as many aspects of real-‐engineering as possible in order to create an experience that accurately reflects the practice of engineering. For incoming students, up to the point when they arrive on a college campus, most introductory engineering activity is intended to entice or awaken the student to the possibilities of engineering. ECIE exercises, on the other hand, aim for accuracy of practice as a counter measure to downstream attrition resulting from shifting perceptions of engineering as students
, reflections on the class, and recommendations. Learn to be better observers and learners of leadership lessons in current and future venues.Class Assignments and ActivitiesBefore the first day of class, students are given electronic access to the class information andtheir own electronic journal (e-board) for their daily leadership reflections. The class informationincludes the syllabus and structure of the seminar, expected daily activities, brief biographies ofthe visiting speakers, and resumes and pictures of the scholars. Course booklets since 2008 havebeen kept as .pdf files and are available from the author via email request.Students are also asked to prepare an autobiography of themselves before the first day of class.The autobiography is the
majorrequiring fluid mechanics were asked two questions reflecting basic fluid mechanics, to testwhether the course had in fact been helpful in overcoming common misconceptions.Grade data was separately gathered without identifying information using the StudentInformational System (SIS). Data was gathered for all students having taken major-requiredfluid mechanics courses and one of the design course options from the honors first-year program.Not all majors had students from both the nanotechnology and robot courses; those majors werenot used in determining relative performance. A non-usable number of students from theinfrastructure option had taken a fluid mechanics course, so only the robot and nanotechnologycourses were compared. Data was used for
thedepartment’s course lesson plans in the late 1980’s. Assessment of student learning aboutapplication of sustainable design principles became a specific criterion of the engineering impactstudent outcome in the department’s assessment plan in 2008.Results of student work assessment presented in the paper demonstrate that, although studentscould reflect thoughtfully on sustainability principles, they struggled to demonstrate rational,comprehensive application of these principles to the design process. The evidence suggested adifferent approach to learning sustainable design was needed. Dialogue with practitioners andindustry experts reminded the department that sustainable design is just “good engineering” thathas been present in the curriculum for