@purdue.edu.Dr. Anne M. Lucietto, Purdue Polytechnic Institute Dr. Lucietto has focused her research in engineering technology education and the understanding of engineering technology students. She teaches in an active learning style which engages and develops practical skills in the students. Currently she is exploring the performance and attributes of engineering technology students and using that knowledge to engage them in their studies.Ms. Aayushi Sinha, Purdue University I’m a undergraduate student studying mathematics and statistics who is interested in analysis of data. Working on this paper will give me a good idea of how to analyze data and what goes into writing a research paper.Mr. Trenton Thomas Hasser, Purdue
to teach a lessonduring the semester. This method is equally beneficial for those students who are being taughtand the peer teachers [14, 15]. Peer teachers can reinforce their own learning by instructingothers and students feel more comfortable when interacting with a peer [14, 15]. Daily quizzeson assigned reading were administered at the beginning of class. These quizzes were given toincrease students’ attendance, preparation, participation, study habits and to improve examscores. Short YouTube videos were shown daily to facilitate and stimulate some introductorydiscussions on each day’s topic. One-Minute papers [16] were used to monitor student learningand address students’ misconceptions and preconceptions. Students were typically asked
disciplines at a large southwestern university. The project,funded by the Kern Family Foundation, began in fall of 2018 with the aim of institutionalizingthe entrepreneurial mindset (EM), improving and expanding evidence-based pedagogicalstrategies in capstone courses, and creating a faculty Community of Practice to share resourcesand best classroom practices.Sixteen capstone faculty from multiple engineering disciplines participated in three workshopsand three coaching sessions in the fall semester. The workshops promoted the EM andevidence-based pedagogical best practice and covered topics including: (a) ‘cultivatingcuriosity’ for opportunity recognition, (b) writing measurable student learning objectives, (c)‘making connections’ in the design
(e.g., Critical Reflective Writing; Teaching and Learningin Undergraduate Science and Engineering, etc.) All of these activities share a common goal of creat-ing curricular and pedagogical structures as well as academic cultures that facilitate students’ interests,motivation, and desire to persist in engineering. Through this work, outreach, and involvement in the com-munity, Dr. Zastavker continues to focus on the issues of women and minorities in science/engineering. c American Society for Engineering Education, 2019 Work in Progress: Transformation through Liberal Arts-Focused Grand Challenges Scholars ProgramsAbstractThe National Academy of Engineering’s Grand Challenges Scholars Program
undergraduate student majoring in Aero- nautical and Astronautical Engineering at Purdue University. He is interested in engineering education and its applications in K-12 teaching and often substitute teaches in his hometown of Jeffersonville, Indi- ana. When he isn’t studying or working, he is likely writing the next stretch of a Dungeons and Dragons campaign.Mr. Hassan Ali Al Yagoub, Purdue University-Main Campus, West Lafayette (College of Engineering) Hassan Al Yagoub is a Ph.D. student in Engineering Education at Purdue University. His research in- terests include diversity & inclusion, students’ persistence, advising and mentoring, engineering career pathways, and school-to-work transition of new engineers. He
-basedassignments, peer instruction, and a symposium-style poster presentation for the final project.Learning outcomes for the course include the technical Materials Science and Processingknowledge as well as writing laboratory and research reports, developing experimentalprocedures, and gathering data to form conclusions. Using the ICAP framework developed byChi & Wylie, many of the course activities are designed to fall within the Constructive andInteractive modes of engagement.BackgroundThe Interactive>Constructive>Active>Passive (ICAP) framework can be used as a lens tounderstand how various aspects of a course engage students and contribute to cognitiveengagement and learning. ICAP is a way to further define the broader area of “active
2018 mid-term elections. With campus gun rampage beingthe motivating factor behind their vote, voters under age 29 heavily influenced the outcome ofthe 2018 mid-term elections [1], [2]. Since the March for Our Lives protest, there has thus been arenewed effort to strengthen gun control laws, and in 2018, lawmakers around the countrysubsequently enacted fifty new laws restricting access to guns [3]. As of this writing, ten states have enacted legislation permitting the concealed carrying ofhandguns on university campuses. In sixteen states, concealed carrying of handguns onuniversity campuses have been banned, and in twenty-three states, the decision to allowhandguns on campus has been left up to the university’s discretion [4]. On
-basedmediation incorporating deep listening practices, followed by a directed visionary fiction writingexercises with prompts in relation to hoped for futures and outcomes in engineering education.The first exercise, meant to last about 5-10 minutes, will establish mindfulness, attention to one’scurrent emotional/physical state, and cultivate presence for the ensuing writing exercise. Withthe prompt we will have a free write, and then lead a conversation about shared visions,divergent visions, and intersecting themes with those already identified by interview participants.From here we may form action teams for brainstorming actionable items and strategies forfurthering the campaign. It is our intention, like the Highlander Institute, to culminate theory
staff who are not theinstructor of the course, allowing students to discuss strengths of the course and suggested courseimprovements with their peers prior to voting individually on their level of agreement anddisagreement with each proposed strength or improvement. Open-ended comments are alsorequested from students as part of the group interview process.The second offering of the pilot just concluded at the time of writing this paper; thus we arelooking mostly at raw data to confirm what the authors saw as emerging themes from thepost-assessments and overall research dataset.Research Limitations. Of the 99 students enrolled in the class at the end of the term, 92 took thepost-survey, 63 of which consented to participate in longitudinal
reflection enhances learning in any learningsetting [20], but within service-learning, it is imperative to connect the different elements of thelearning and engagement experiences and allow students to process their experiences. Traditional modes of reflection include journal writing and group discussions [16-19].Journal writing provides a safe environment for students to express their thoughts and feelingsand group discussions present an opportunity to express one’s views and to learn from otherpoints of view. Students can also reflect on the impact they have by answering reflectionquestions or responding to question prompts. When designing service-learning projects, they canbe set up analogously to traditional design projects but with an
suggests that that the divide between socialjustice (SJ) concerns and technical knowledge in engineering curricula is an important reasonthat students with SJ concerns leave engineering [1, 2]. In their recent book, Engineering Justice,Leydens and Lucena [3] present criteria they hope “can be used to guide educators [to render] SJvisible within the engineering sciences without compromising valuable course content.” Oneapproach is the so-called “Problem Re-write Assignment”: students write a context for atraditional “decontextualized” engineering science problem. We undertook this pilot study tounderstand how students frame their thinking about “contextualized/decontextualized”(Con/Decon) problems and what resources they would use to write a social
conceptualized as contacts that lead to internship or job opportunities, peer relationshipsthat provide emotional or academic support, connections to faculty that can provide opportunitiesin research labs, letters of recommendation or mentoring regarding graduate school, or similarresources. Previous studies of social capital in engineering education reveal that social capital islinked to increased retention [14], and many other benefits such as “academic achievement,academic performance, and engineering identity” ([15], p. 823).Cultural and Social Capital in Engineering EducationResearch has increasingly demonstrated that the social and cultural capital of first generationcollege (FGC) students and under-represented minority (URM) students differs from
a new Engineering Leadership Program to enable students to bridge the gap between traditional engineer- ing education and what they will really experience in industry. With a background in both engineering education and design thinking, her research focuses on how Latina/Latino students develop an identity as an engineer, methods for enhancing student motivation, and methods for involving students in curriculum development and teaching through Peer Designed Instruction.Dr. Ines Basalo, University of Miami Dr. Basalo is an Assistant Professor in Practice in Mechanical and Aerospace Engineering at the Uni- versity of Miami. Prior to joining the University of Miami in 2014, she worked as an adjunct professor at
thinking skills, communication, teamwork, professionalism, andnetworking. Higher-order thinking skills that students addressed include analytical, critical,problem solving skills, and creativity. Communication includes communication skills with peers,research teams, and people from different disciplines of research, presentation of the researchthrough posters, and writing skills. Professionalism includes persistence, patience, confidence,independence or autonomy, and time management.As shown in Figure 5, before starting the programs, 43% of students valued acquiring knowledgebut it dropped tremendously on the post-survey to 20%. However, practice of techniques/skillswas the area students expressed more on the post-survey (60%) than on the pre
have been studied by many researchers. However, therefinement of EE curriculum with the integration of design component in all EE courses withemphasis on the overall design experience for capstone project is a transformative approach inEE undergraduate education. This paper presents the details of such integration throughout theadapted curriculum for all the courses. Such refinement may provide a national model for possibleadaptation by other institutions around the nation.The collected student survey data for the past five years (2013-2018) is presented to validate theeffectiveness of the approach and the resulting students’ satisfaction in comparison with theirpredecessors and with peers in other institutions.Keywords: engineering education
& Koca, 2013). The project illuminates CTcompetencies (e.g., pattern recognition, data collection, data analysis, simulations) thatpotentially may empower STEM teachers’ instructional practices and improve their students’understanding of CT. In addition, though the project includes students from the United States, its scope isinternational and numerous nationalities are represented. Students around the globe are requiredto observe the moon and by identifying patterns, as one of the CT competencies, to gain a deeperunderstanding of an integrated STEM modeling through observing the nature. Students write anessay about their daily observations and exchange with their peers anonymously from differentcountries in opposite (northern and
) Site on interdisciplinary water sciences and engineering at VT since 2007. This site has 95 alumni to date. He also leads an NSF/Research Experiences for Teachers (RET) site on interdisciplinary water research and have 10 alumni. He also leads an NSF-funded cybersecurity education project and serves as a co-PI on two International Research Experiences for Students (IRES) projects funded by the NSF. He has published over 90 papers in peer-reviewed journals and conferences. c American Society for Engineering Education, 2019 Ethics Instruction and the Role of Liberatory Praxis and Theory1. IntroductionWithin the past few decades, engineering educators have placed increased emphasis on
successfully improved their ability to apply MATLAB analysis tools andsuccessfully applied and improved understanding of prerequisite material.IntroductionThe structure of the Biomedical Engineering program at Cal Poly, San Luis Obispo mirrors thatof many peer institutions, with background coursework in chemistry, biology, math, and physicsoffered by other departments being taken before students engage in core BME courses at thejunior level. The first junior-level BMED course is BMED 310: Biomedical Measurement andAnalysis. After completing BMED 310, students continue to complete core and technical areaelectives. There are three concentration options: General (no concentration), Bioinstrumentation,and Mechanical Design. Overall, Biomedical Engineering
complexity, ease of administration, quality of information, etc. Examples of these include theVARK catalyst which divides input modes into four areas: visual (V), aural (A), read/write (R),and kinesthetic (K). Visual learners are these that prefer pictures and diagrams; aural learners arethe ones who prefer spoken words; read/write learners prefer the words being written down; andfinally, kinesthetic learners can accommodate other modes but prefer real hands-on experiencessuch as demonstrations and real-life examples (Driscoll & Garcia, 2000). The Index of LearningStyles (ILS) is another popular instrument used to assess students’ styles based on four dimensionsof Felder-Silverman learning style model. These include sensing/intuitive, visual
managing their time in the classroom andare forced to use a ‘write down now, learn later’ strategy. Flipped classrooms have gainedtraction in recent years because this instructional method enables the student to begin thelearning process outside of class at their own pace (still under the guidance of the instructor),digest the material prior to class, and subsequently, use the in-class time to participate in activelearning strategies that increase engagement between faculty and students, and enhancecomprehension of the material. This study pilots a Partially Flipped Classroom (PFC)instructional model in a required geotechnical civil engineering course at UNC Charlotte toformally assess student engagement, perceptions, learning, and gains. This
University. Prior to that, he was working as a Research Specialist in the Department of Physiology at University of California, San Francisco. He has authored over 85 peer-reviewed publications in journals such as Langmuir, Biomaterials, Journal of Orthopedic Research, Journal of Biomedical Materials Research, etc. and has and h-index of 37. He has also presented his work at numerous national and international level conferences. He received his Ph.D. in Bioengineering from University of Illinois at Chicago in 2003, M.S. in Chemical Engineering from Illinois Institute of Technology, Chicago in 2000 and B.E. in Chemical Engineering from M. S. University in India in 1998.Dr. Kimberly Catton P.E., Colorado State University
and how theseactivities helped them improve their research skills. Several students reported improvedcommunication skills in the context of the research they participated in, particularly throughreading, writing, and vetting of ideas through discussion.Seven of the nine participants mentioned reading peer reviewed journals. Since the journal was ascientific journal and they read it within the context of a research project, they saw this activityas a research activity. They read journals to learn about the topic that they were working on, to 11learn what others had done, and to apply what they had learned in their own experiments.Reading, however
prior to the actual school presentation. If this practice presentation is not well prepared and complete, the group will receive a grade of zero for the project, and will not be allowed to perform the outreach project.• Each student must present during his/her group presentation and attend one other presentation. Each student will complete an outreach project evaluation for the presentation that he/she observes. The project grade will be based on the efficacy and creativity of the presentation. (The faculty member has developed the peer evaluation rubric for the presentation and will be happy to share the rubric.)• Each group must turn in a critical assessment of the efficacy of the outreach project (three typed pages
Honors Research IECE Speakers Marathon International Crosstown Campus Career Fair The Big College Event Cstate LEGO SHPE ConferenceTable 2 illustrates scholar eReporting through reflective writing exercises as monthly socialactivity follow-up. Scholars had the option to choose the monthly social activity of interest inmonths where multiple options occurred. Attendance at only social activity per month wasrequired for compliance. This means that attendance at a monthly social didn’t necessarilycorrelate to the scholar completing a social reflection
(amount of time commitment) and breadth (number of different typesof experiences) on student outcomes. Both depth and breadth were associated with acquiring abroad general education, writing clearly and effectively, contributing to the welfare ofcommunities, relationships with faculty and administration, and desire to attend the sameinstitution. The study concluded that key learning outcomes desired for a college student aredriven by both experiential learning depth and breadth. Bauermeister (2016) et al. advocated thatstudents are given an opportunity to develop self-awareness of their leadership style, practicehow to be an effective leader, use interpersonal skills to manage relationships, design a teamstructure, by means of the experiential
of class in the sameroom, so mixing things up is good”. Also, here are some ideas about why the students dislike theSMLs: “I feel that individual student may learn more, but the class probably doesn’t.” You areasking students to be an “expert" on the subject and be able to "teach,"”. All positive and negativenotes show the importance of improving independent and lifelong learning skills through activelearning strategies through class participation and discussions. For the MLs related to the casting topics the peer evaluation survey for the castingprocesses listed in Table 1 show that more than 80% of the students in the class (24 students)learned or learned much from the micro-lectures. Again, the students were asked to write a
weconceived of the studio courses, the intended aims were: • For faculty to help students connect the dots between the various content courses that students take during the semester and help them see how their learning fits into a broader perspective. The hope was that these connections between courses and their relation to the students’ career fields would result in a transformative learning experience [9]. • For computer students to form a cohort of peer learners early in their academic career. Many studies have shown that students who belong to a community of learners tend to be more engaged and are more likely to be successful in the program [10], [11]. Because military veteran students
Undergraduate Professor Award, ASEE Chemical Engineering Division Raymond W. Fahien Award, and the 2013 and 2017 ASEE Joseph J. Martin Awards for Best Conference Paper. Dr. Cooper’s research interests include effective teaching, conceptual and inductive learning, and integrating writing and speaking into the curriculum and professional ethics.Dr. Lisa G. Bullard, North Carolina State University Dr. Lisa Bullard is an Alumni Distinguished Undergraduate Professor and Director of Undergraduate Studies in the Department of Chemical and Biomolecular Engineering at North Carolina State University. She received her BS in Chemical Engineering from NC State and her Ph.D. in Chemical Engineering from Carnegie Mellon University. She
lower retention rates than theirmajority peers with similar grades and test scores [7]–[9]. Instead, problems with climate,teaching style, and misperceptions of students’ abilities by peers, faculty, and advisers, allinfluence the retention of students from under-represented groups [7]–[9]. While programs thatsupport under-represented students can be helpful, larger-scale systemic changes are needed atthe instructional and engineering culture level to address the “chilly climate” that some studentsface [9], [10].Recent work in the problem-solving fields has identified that diverse teams are better problemsolvers and innovators than homogenous teams, even if individual ability is lower on the diverseteams [4], [11]. Focusing on the importance of
through the REU program on the post-survey: hard and soft skills. Hard skills thatstudents mentioned were fundamental knowledge acquisition, practice of techniques/skills, andhow to do research. Soft skills that students addressed were higher-order thinking skills,communication, teamwork, professionalism, and networking. Higher-order thinking skills thatstudents addressed include analytical, critical, problem solving skills and creativity.Communication includes communication skills with peers, research teams, and people fromdifferent disciplines of research, presentation of the research through posters, and writing skills.Professionalism includes persistence, patience, confidence, independence or autonomy, and timemanagement.Among hard skills