further detail below. The data exploredwithin this case study included observations of the classroom teacher while teaching the e4usacurriculum, instructional materials, and reflections following instruction. Engaging in this case studyenriches the understanding of engineering pedagogy and supports the practices of other educatorsaiming to remove barriers and support SWDs in engineering education.Teacher Selection and School Site and The case study took place at a school that provides extensive educational and support servicesto children and adolescents who have autism, trauma disorder, and multiple disabilities. It is also one ofthe e4usa partner high schools that offer a pre-college engineering program to SWDs. Mr. Sagunoversees the
less than 50% of the class admitted that they used the resourcesavailable.IntroductionThe Felder-Soloman Index of Learning Styles is a validated and accepted tool for assessingwhere on the spectra (visual-verbal, sensing-intuitive, active-reflective, sequential-global)students fall with respect to the different stages in the learning process [1-3]. To date, theinventory has been used as a guide to help instructors vary their classroom instruction to usemethods that will ultimately address all learning styles by cycling through instruction approaches[2, 4-9].Over the last two decades, a group of educational psychologists have attempted to refute thevalidity of learning styles in the design of instruction, stating that doing so is a detriment
masculinity and competition in engineeringculture [6]. A review of engineering identity synthesized common aspects that defineengineering as problem solving and knowledge in math and science [7] reflecting thetechnical focus. In light of these dominant narratives, there is ongoing work to disrupt thetechnicist identity and exclusionary culture of engineering to better reflect the multifacetedroles of engineers and the diverse populations they serve (see, for example, [8]). One framingto broaden the scope of what it means to be an engineer and do engineering is macroethics,the collective societal responsibility of engineers [9].MacroethicsRelative to other subjects, ethics has a shorter history in the engineering curriculum withformal inclusion
are the teachers’ and their students’ perspectives on the efficacy of the Research–Practice Partnership (RPPs) professional development model for computer scienceeducation in Indigenous-serving schools?1.2 Literature reviewResearch–practice partnerships or RPPs offer a useful strategy for education and closing the gapbetween research and practice (Datnow et al., 2023). Research partnership is a non-traditionalapproach to help joint reflection and reciprocal learning between professionals (Eisen, 2001).Partnership with teachers for professional development has been found beneficial as it can allowcollaborative work in the classroom to be relevant to practice (Jung & Brady, 2016). This couldbe particularly useful for teaching in rural areas
Award for Employee Recognition, and induction into the Honor Society of Phi Kappa Phi, placing her among the top 10% of Purdue Graduate students. Her academic journey reflects a commitment to advancing knowledge and contributing to technological innovation in XR control systems. Her professional aspirations include applying for an Assistant Professor position upon completing her Ph.D. This career trajectory aligns with her desire to leverage her accumulated experience and knowledge to mentor and guide emerging talents. A central component of her vision is inspiring and supporting aspiring scholars in pursuing academic and professional excellence, facilitating impactful change within our field.Dr. Farid Breidi
futureprofessional licensure. In addition, the program fosters the development of leadership andentrepreneurship skills by engaging students in project-based learning, thereby preparing them toexcel in the ever-evolving domain of civil engineering.IntroductionEngineers reflect on their actions in the workplace, suggesting these skills are best learned indesign studios rather than classrooms [1, 2]. Project-Based Learning (PBL) is praised forfostering teamwork, problem-solving, and leadership within a student-controlled framework. Itoriginated in McMaster University's medical faculty 40 years ago and has since spread acrossvarious disciplines [3]. PBL features ill-structured, real-world problems, student-centered activelearning, small group work, facilitator
promoting pedagogicalchange and improving student writing. Here, we report on faculty participation and presence orabsence of pedagogical changes as basic metrics of program effectiveness. We also reflect onwhat types of changes are being made and which writing studies concepts have appeared to bemore difficult to take up and/or incorporate into STEM classes. In keeping with the iterative andintertwined TDAR approach, these results continually feed into our on-going interventions.Data collection and analysisCollected data include video- and audio-recording of mentoring sessions, course materials overthe course of mentoring, texts from workshops (e.g., field notes of discussions, free writingexercises, chalkboard writing), observations of classes
understanding of power, privilege, andoppression, and equip them with the tools to employ their knowledge as engineers throughdiscussions of inclusive design. Co-created and co-facilitated by faculty, teaching assistants, anddiversity, equity, and inclusion experts at the institution, the workshops feature short lectures bythe facilitators, individual reflection activities, and small group discussions, culminating in acommunity-wide discussion on lessons learned and actionable items to build an inclusivecommunity within our program. We seek to build our teaching assistants’ sense of agency in theclassroom by cultivating a positive self-concept, developing their understanding of sociopoliticalenvironments, and providing resources for action.To
elements that included reflective activities, discussion of stakeholders and end-users, andevaluation of teamwork [4]. These were co-designed with the instructor and implementedthroughout the course’s series of four pair-based design projects.Knowledge-Building Communities in Engineering EducationCollaborative technologies and other means of supporting and assessing professional andacademic knowledge-building communities or communities of practice (CoPs) have been widelyexplored [10], [11], [12]. CoPs have also been explored in engineering education contexts, suchas for means of spreading assessment methods [13]. However, the impact of team formationstrategies on the spread of information through a knowledge-building community or classroomhas yet
be done through incorporating collaborative autoethnographic and Indigenousresearch methods to share the story of the program through the experiences of all those involved. Thesemethods position the participants as both coauthors and coresearchers in this work as we co-create thisnew program and new knowledge together. Participants will be asked to regularly reflect on theirexperiences within the program, their growth, and any conflicts or feelings that arise. These reflectionswill then be analyzed by the coauthors and coresearchers both for emerging themes and narrativestructures to inform the story-building process. Stories will be created for both the individual participantsand the program. One goal of this work is to develop the current
obtainedopinions and descriptive data instead of reflective accounts. Interviews are difficult to dobecause people are not always honest or sometimes may not realise or be aware that theyknow something. In addition, the wording and the sequencing of the questions can alterthe answers to the questions.Qualitative studies begin with research questions and the research methodology andmethods are chosen to best answer these questions. The methodology could bephenomenology, case studies, participatory research and/or action research to name but afew. For example, action research is an iterative research process intended to change theresearcher’s own behaviour and hence is often employed in practitioner-based education
see in soap bubbles and the ‘rainbow’ effect in some oil slicks are examples ofthis same thin film phenomenon. Closely related are the iridescent colors that appear on CDsand DVDs, and in some bird feathers, butterfly wings, and some beetles. These result from thematerial having a regular, repeated structural unit that is about the same size as the wavelength oflight – a few hundred nanometers.How does this work?Why does the clear liquid become a colorful film?As the small drop of liquid spreads out on the water, its thickness decreases to a few microns. (Amicron is one thousandth of a millimeter.) The bright iridescent colors in the film result from theinterference of light reflecting back from the top and bottom of this thin film.Most light
relevance of the model to the real world - interpreting and verifying data produced by the modelThe intervention was implemented as the course material in conjunction with the students’ seniorcapstone design work. The general pedagogical approach taken with the activities was to allowthe students to attempt the activities followed by a discussion/lecture about the ideal processes. Page 22.688.3An added reflection component was implemented midway through the course based on instructorfeedback that suggested students were unclear about the purpose of the activities. The activitysimply asked the students to write a short reflection on why the
engineering laboratories with accessavailable to all faculty and students, mainly for classroom use. Many electrical/computerengineering leading industries use MATLAB and its toolboxes.Waves on Transmission LinesIn a transmission lines first approach towards teaching electromagnetics, students are first (a) (b) Figure 1: MATLAB movie snapshots taken (a) just before and (b) just after wave is incident on the load. The incident wave is blue and reflected wave is red. Page 15.509.4exposed to wave behavior on transmission lines
4Cultural Dimensions of International Business, 2005, Prentice Hall) are also integrated.G. Hofstede studied questionnaires received from employees at IBM branches across the world and useddata from 40 countries in order to define a suite of national cultural indices (Geert Hofstede, Culturesand Organizations: Software of the Mind, 2010). Hofstede initially defined four bipolar dimensions andlater added an additional two dimensions. According to Hofstede, the four fundamental “mental(software) programs” we assimilate early in life are a function of our cultural environment and consist offour primary cultural dimensions: (1) Power Distance; (2) Individualism; (3) Masculinity; (4)Uncertainty avoidance. The (PDI) reflects how equally power is
Session 1763 An Examination of Vendor-Based Curricula in Higher and Further Education in Western Australia G. Murphy, G. Kohli, D. Veal and S. P. Maj Edith Cowan University, Perth, WA, AustraliaAbstractVendor-based curricula are becoming increasingly prevalent in two-year college (Technicaland Further Education (TAFE) courses and in University programs in Western Australia.This reflects a world-wide trend in the provision of such programs; for example, in October2003 Cisco Systems reported that there were over half a million students enrolled in CiscoNetworking Academies in 150
being “hard hat” and highly technical in nature; a perception which is at odds with the realities of the world of engineering practice, where the application of broad knowledge and an understanding of the human dimension of engineering enterprise is required. These realities are not generally reflected by the engineering curricula at Australia universities. In many schools there is an excessive emphasis on highly technical matters in engineering curricula, which excludes not only greater technical diversity but also the skills and knowledge of human affairs necessary in engineering practice. An analysis shows that despite many recommendations in Australia for a greater emphasis on social sciences and humanities in
writing material they had at their disposal. At the time, itmade sense to lecture, as a basic requirement for learning is having access to the knowledge andit was the only way to do so. Since those days, not only has printing technology evolved, but newmedia have emerged; understanding of cognitive processes has progressed, learning theorieshave been developed and tested, new methods and tools have been created. Yet, practices used inmost of our engineering faculties and schools do not reflect this wealth of knowledge.One of these practices concerns the way we go about creating a new course or even a newcurriculum. This paper presents the concept of instructional engineering (IE), in emergence forthe last 40 years in the field of education. The
LLM, like ChatGPT, into educational settings has the potential to enhancemotivation and self-efficacy among students1, but excess use of these resources can yield adverseeffects. Students' cognitive skills rely on their self-efficiency and self-motivation. Studies haveshown that the lower their motivation and self-efficacy to acquire cognitive skills, the higher theiravoidance of tasks. In contrast, those with higher motivation, self-efficacy, and self-motivation arelikely to engage with tasks using their knowledge and expand their borders7. LLMs could restrictstudents from reflecting on their learning process; instead, students might overlook their strengthsand areas for improvement. LLMs could suppress the development of a growth mindset8
recommendations for increasing the quality of teaching. The results of the survey arediscussed.Literature ReviewHigher education, just like any other organization, requires leaders. The most suitable leaders inhigher education tend to be the academics that come up the ranks. Most of these leaders havebackgrounds in research and teaching. Betof [1] argues that leaders as teachers help stimulatelearning and development, strengthens the organizational structure and communications,promotes positive changes, and reduces costs by leveraging top talent. Bowan [2] asserts thatleadership is a key element in meeting the needs of the engineering profession in an era ofheightened global competition. Urbanski et al [3] present the reflections on teachers as
. The questions rangedfrom making a meme to describing a difficult or intuitive concept. Despite the opportunity forextra credit and the unique prompts, the participation rate was only 59% of the possiblesubmissions, and no clear trend was observed between the participation of high- or low-performing students.KeywordsFlipped classroom, active learning, metacognition, reflection.1 IntroductionReflection [1-3] is crucial for fostering metacognition, supporting effective learning, academicsuccess, and lifelong learning beyond college. It is not only about absorbing information but alsoabout actively thinking about one's thinking. By engaging in metacognitive practices, studentscan set learning goals, evaluate their understanding of course material
having information come to them through memory, imagination, theory, andhunches (intuitive); students who prefer receiving information through physical demonstration,figures, and pictures (visual) or through words and mathematical expressions (verbal); studentswho process information actively through hands-on experiences (active) and those who reflect oninformation (reflective); and students who learn in step-by-step logical progression (sequential)and those who get the message all at once without seeing the connections (global). Estes et al.2revealed that traditional lecture-style engineering courses tend to teach toward the intuitive,verbal, reflective, and sequential learner. In contrast, recent work by Felder and Spurlin3 suggeststhat many
between steps,essentially learning in “leaps.” Comics in relation are inherently tailored to sequential learners aseach panel within a comic follows a very specific order for the reader to follow along. Whilst it ispossible to grasp the big picture of a comic, much of the understanding and storytelling aspectsare done through the connections between panels.Sensing learners prefer learning facts and concepts as opposed to intuitive learners who preferabstract relationships and concepts. Finally, active learners prefer application of concepts learnedwhereas reflective learners ponder questions surrounding issues at hand. Essentially, activelearners like very hands-on work whilst reflective learners prefer thinking alone about the problemfirst
resources.In addition to fulfilling the course requirements for the STEM education Ph.D. curriculum, thisseries of meetings helps build community among the students and faculty members. It providesan opportunity to share insights and experiences while having faculty members present to helpguide processes and discussions. A goal is to create a strong foundation of collaboration that willtranscend the course and continue beyond its requirements. As students progress in theirrespective research, this course can provide a venue to continually give back to the program.This paper will provide a reflection on the experience of three STEM education Ph.D. studentswho participated in the redesigned seminar course. STEM education students who participated inthe
involves active teaching pedagogy, which many educators may be unfamiliarwith and hesitant to adopt. The increasing popularity of engineering design courses inundergraduate programs reflects a broader response to industry demands and calls foreducational reform from education and professional organizations [3]-[5].The pedagogical goals of incorporating making and design activities into the curriculum aremultifaceted. These activities aim to enhance problem-solving skills, foster creativity, andencourage teamwork among students. Engineering design courses, particularly senior capstoneprojects, provide students with opportunities to apply their knowledge of the engineering designprocess to create discipline-related artifacts. Freshman design courses
Boomer is a graduate student completing his master’s degree in aerospace engineering at the University of Michigan. His focus in engineering education research has been towards bridging the gap between the undergraduate engineering curriculum and engineering industry practice.Cindy Wheaton, University of MichiganDr. Aaron W. Johnson, University of Michigan Aaron W. Johnson (he/him) is an Assistant Professor in the Aerospace Engineering Department and a Core Faculty member of the Engineering Education Research Program at the University of Michigan. His lab’s design-based research focuses on how to re-contextualize engineering science engineering courses to better reflect and prepare students for the reality of ill-defined
urgent call to action. To encourage thrive to learn and delve intoaction, a gamified reflective and immersive process would be more sought by learners instead ofreviewing the definition of goals and their description without any tangible practice. To do so, TheYork University SDG Uphold (YU-SDG-UP) app was designed to immerse students into a worldof those scenarios, where their responses are recorded and graded on an impact scale. This providesan interactive approach which is certain to influence the user’s understanding of the SDG, andtheir attitude towards a sustainable, inclusive, diverse, and equitable future. This is accomplishedthrough developing a mobile application hosting a virtual world with a global health score, wherethe user
Practical Wisdom (phronesis) is the integrated virtue, developed through experience and critical reflection, which enables us to perceive, know, desire and act with good sense. This includes discerning, deliberative action in situations where virtues collide. Flourishing Individuals and Society Figure 1: Adapted from The Jubilee Framework of the Building Blocks of Character [15].In the context of engineering education, a few publications have previously leveraged the JubileeFramework [3], [4], [30] – [31]. These character virtues can be mapped to the seven ABETstudent outcomes further clarifying their applicability in engineering (Table 1). Multiple virtuesmay map to multiple ABET outcomes and there is room
end ofthe course. This work-in-progress study explores the range of ways undergraduate studentsattended to sociotechnical dimensions in a first-year engineering computing course, by analyzingwritten reflection responses to readings focused on the racially biased outcomes of a ubiquitousmedical technology, the pulse oximeter. These initial findings add to a growing body of literatureon including sociotechnical topics within undergraduate courses, and will help informpedagogical approaches to support students in developing sociotechnical ways of thinking withinengineering.Conceptual Framework for Developing Sociotechnical LiteracyThis work-in-progress study is focused on a first-year computing course that has been redesignedto incorporate
foundation.Over the course of this project, we have explored the complexities of teaching and learningsociotechnical thinking in three undergraduate classes located in three departments at twouniversities. Two of the classes are design-focused in the first and second years of engineeringcurricula and the third is an upper-division engineering science core course (see details in“Courses”). Our mixed-methods study attempted to measure sociotechnical thinking via a survey([5], [14], [15]). It also used qualitative data from student focus groups, faculty reflection logsand student work to examine the manner in which sociotechnical thinking influences students’development of their identities as engineers [16], explored the interconnection between