mixture ofanecdotes, advice, and study findings contributing to participants’ knowledge of transitions intoengineering education, the RIEF grant process, and mentorship in engineering education. Groupactivities at the virtual workshops were focused on participants’ reflecting about their ownmentorship experiences and needs, their motivations for participation in EER, and ways theycould actively enhance their involvement in the EER community.Community Building in Year 2Our team’s Summer 2021 networking event was designed to reduce these barriers to entry intoengineering education research by facilitating mentor-mentee introductions. Participants in theevent are asked to create a short slide introducing themselves as either prospective mentors
when they apply to either graduate school or apply for an industrial position. Thesearticulation skills are practiced in class in the form of personal reflections. The four requirementsof the project are that the scholars work in a group, they use their new and growing STEMskillset, the project must benefit the community, and it must be sustainable. In this casesustainable means that the project itself can continue for multiple years, with new studentspossibly taking over. The projects that are currently under way include STEM educationprogramming, Mental Health Information, Expanding Local Food Options, and AssessingCollege Energy Usage.Program GoalsThe program, as funded by the NSF S-STEM grant, has four goals set forth in the
theory and reflective practice. Projects supported by the National Science Foundation include exploring disciplines as cultures, liberatory maker spaces, and a RED grant to increase pathways in ECE for the professional formation of engineers.S Masters, Virginia Polytechnic Institute and State University S. Masters is a doctoral student and Graduate Research Assistant at Virginia Polytechnic Institute and State University. Masters received a B.S. in Mechanical Engineering from University of Delaware and is currently pursuing a Ph.D. in Engineering Education at Virginia Tech. Masters’ research interests include equity and social justice in engineering with particular attention to the experiences of women & LGBTQ
current research interests include: 1) engineering and entrepreneurship education; 2) the pedagogy of ePortfolios and reflective practice in higher education; and 3) reimagining the traditional academic transcript.Dr. Holly M. Matusovich, Virginia Tech c American Society for Engineering Education, 2018 Paper ID #22016 Dr. Matusovich is an Associate Professor in Virginia Tech’s Department of Engineering Education. She has her doctorate in Engineering Education and her strengths include qualitative and mixed methods research study design and implementation. She is/was PI/Co-PI on 10 funded research
the learning objectives of the courses have been accomplished, theirconfidence in taking on new challenges in these domains, and the degree to which they feel thatthe HPL centers entered into the course. This last topic was addressed by a series of elements notdirectly asking about HPL, but framed to reveal this. For example, to understand whether thecourse was assessment-centered we asked their level of agreement with the statements, “Ireceived adequate feedback on my work,” and “I was able to obtain enough practice onimportant topics.”Another part of the quantitative study was gauging to what extent the teaching reflects HPL. Weexpected simply by using the laboratory kits and employing active learning, these courses will beassessment and
designerly epis- temic identities and vocational pathways. Dr. Lande received his B.S in Engineering (Product Design), M.A. in Education (Learning, Design and Technology) and Ph.D. in Mechanical Engineering (Design Education) from Stanford University. c American Society for Engineering Education, 2018 Student Learning Trajectories from Making and Engineering ActivitiesIntroductionThe research objective of this NSF-funded EAGER: MAKER: Student Learning Trajectoriesfrom Making Activities Learning Trajectories project is to explore and understand how open-ended, hands-on Making work and activities can reflect student learning trajectories and learninggains in
and diversificationof the engineering education community and bridge the gap between research and practice. Thecurrent work describes an effort to assess the needs of both mentors and mentees in EER andpreliminary work to build community for the NSF PFE: RIEF program.MethodInstitutional Review Board approval was obtained for the study. In the fall of 2019, a briefsurvey was distributed to current and past RIEF grant awardees (PIs and co-PIs that wereidentified from the NSF award database). In addition to providing background information abouttheir project (role, current or completed project), participants were asked to reflect on thefollowing questions: • What support from the RIEF community would benefit you and your work? • What
-solving, and sustainability and resiliency. Theproject seeks to foster interdisciplinary problem-solving skills involving architects, engineers andconstruction managers, in order to better prepare them to face and provide solutions to minimizethe impact of extreme natural environment events on infrastructure.The new curriculum stresses on problem-settings, the role that participants have on defining thecharacteristics of the problems that have to be solved, learning in action, reflecting on theprocess, and communication between the different stakeholders. This multisite andinterdisciplinary program provides students with the necessary support, knowledge, and skillsnecessary to design and build resilient and sustainable infrastructure. This
. Faculty interviewees were asked about theirprofessional experience, leadership perspectives, and personal instruction. The semi-structuredstudent interviews covered a range of topics including participants’ pathways to their engineeringmajor, the skills they expect to need for future success, their interactions with faculty, their out-of-class activities, and their perspectives on leadership. Most of the interview participants werenearing the end of their undergraduate education so they could reflect on their experience andimpending transition to industry. As a result, they had the benefit of hindsight, which offeredimportant implications for understanding the development of leadership self-efficacy throughoutthe college experience. Analysis of
Develop usage model template to combine outcomes of UCD tools4. Reflect on Lessons Compare ad-hoc personas and scenarios with • Compare ad-hoc and data driven personas/scenarioLearned data-driven usage model templates • Ask “what similarities/differences are present between the two sets of personas?” • Ask “what do these differences tell you generally about students behaviors, goals, needs, and actions
, students must assume new roles and acquire new skills, as well asadapt to social norms regarding how they should conduct themselves. Acting the part hasimportant consequences for students’ longer term career trajectories and ability to pursue theengineering profession through economic shifts. Understanding the decision-making process bywhich engineering students determine whether to pursue undergraduate work experiences, orcooperative education (co-op) programs, is critical in identifying how students envision, develop,and form their professional engineering selves. This article is a qualitative study of engineeringsophomore undergraduates—both co-op participants and non-participants—reflecting on whythey decided to pursue co-op experiences and
Lisa D. McNair is a Professor of Engineering Education at Virginia Tech, where she also serves as Director of the Center for Research in SEAD Education at the Institute for Creativity, Arts, and Technology (ICAT). Her research interests include interdisciplinary collaboration, design education, communication studies, identity theory and reflective practice. Projects supported by the National Science Foundation include exploring disciplines as cultures, liberatory maker spaces, and a RED grant to increase pathways in ECE for the professional formation of engineers.Dr. Donna M. Riley, Purdue University, West Lafayette (College of Engineering) Donna Riley is Kamyar Haghighi Head of the School of Engineering Education and
their hometown. 4. The Great Animal Escape: Portable Livestock Corral Design Project. In this lesson, students will work in teams to design and build scale models of portable livestock corrals. The scale models will be tested using robotic hamsters that represent livestock, and try to escape from the model. Following the activity, students will reflect on how their individual participation in the group reflects teachings on the Diné way of life. Finally, students will scale their model up on paper and create a bill of materials for a full-size portable livestock corral.Next StepsFollowing the curriculum pilot, the curriculum will be improved and additional curriculummodules added to continue building out
IntroCS courses. Each instructor will create a portfolio ofmaterials, and complete reflective teaching logs. Each mentor will observe and provide feedbackon each member’s classroom. All team members will join the existing CS-POGIL community ofpractice, and be invited to a one-day mid-year meeting. Finally, we will provide coaching andresources for instructors who wish to develop their own POGIL activities.Objectives III and IV: Assess factors that affect faculty adoption and persistence with POGIL;assess the impact of using POGIL on student outcomes. These research objectives will involve avariety of data sources. Direct video observation of POGIL classrooms will enable us to observeand discover things that faculty and students might not notice
-on activities. For example, a lecture about the circulareconomy and the life-cycle of electronics included an opportunity for each teacher to dismantlingelectronics products, analyze the components, and think about the barriers to recyling forelectronics products.Research Experiences and Curriculum Development The research experiences at both universities comprised a primary focus of the program.On a weekly basis, teachers reflected on and shared what they had learned and documented ideasfor teaching engineering in facilitated conversations. The PU and TU cohorts shared experiencesand research results through weekly sessions enabled by WebEx. Guided reflections explicitly connected the RET experiences with educational
Engineering Education, 2019 Critical Thinking Skills in First Year Non-Calculus Ready StudentsIntroductionCritical thinking is defined as self-reflective thinking[1]. Critical thinking requires the use ofcertain skills and disposition to evaluate thoughts and ideas with the purpose of refining them [2,3]. Critical thinking involves an in depth evaluation of events, problems, ideas, and artifactsbefore accepting or framing a conclusion or opinion [4]. Engineers are trained to becomeproblem solvers and critical thinking is essential for problem solving. Many educators believethat critical thinking skills are important and should be promoted in schools and universities, butthey feel unequipped to teach those skills[5, 6].The purpose of this
of the previous year, we completedreflections on what impact we would like to achieve within our positions and the degree to whichwe believed we achieved this impact. We also reflected on strategic actions we took to achieveimpact. In this work, we leveraged the framework developed by London [8] that defines impacton the basis of scientific, contextual, and societal components.Using an emergent analysis approach, we identified impacts and strategic actions that werepresent across our positions and institutional contexts. We subsequently developed a quantitativesurvey instrument to more broadly investigate the impact and strategic actions of other earlycareer engineering education faculty. This also involved investigating influencers such as
, Virginia Tech, Ateneo de Davao University Michelle Soledad is a PhD candidate in the Department of Engineering Education at Virginia Tech. Her research interests include faculty development and data-informed reflective practice. Ms. Soledad has degrees in Electrical Engineering (BS, ME) from the Ateneo de Davao University (ADDU) in Davao City, Philippines, where she continues to be a faculty member of the Electrical Engineering Department. She also served as Department Chair and was a member of the University Research Council before pursuing doctoral studies. Prior to joining ADDU in 2008, Ms. Soledad was a Senior Team Lead for Accenture, where she worked on and managed systems maintenance and enhancement projects.Dr
, educators also applied cognitive indicator levels to eachcompetency. These levels on a scale of 1-8 reflect the level of complex thinking from simpleknowledge to decision making and problem solving. The ultimate goal is to refine the programcontent and appropriate cognitive indicator level of these competencies that industry expect fortheir manufacturing and production technician workforce.BackgroundThe Lumina Foundation has supported research and projects to improve the validity, clarity andimplementation of competency based post-secondary education for many years. Competency-based education can provide many benefits to technical education programs primarily byproviding students a platform for self-paced learning with facilitation by an educator
to acquire and practice in order to become successful both in college and in their futurecareers. In engineering, critical thinking skills are traditionally developed through problem-basedlearning and reflective practices [2-4].As engineering education stands today, there is a significant gap that needs to be filled in theeducation of students who enter university with weak math skills. These students are at a seriousdisadvantage due to the fact that they are not exposed to engineering concepts early in theireducation, especially students that are non-calculus ready. These students tend to migrate out ofengineering at a higher rate in comparison with calculus ready students or leave college withoutfinishing a degree. Most institutional
force.AcknowledgmentsThe authors thank the National Science Foundation for support of this research research (Award1329283: Access to Cooperative Education Programs and the Academic and EmploymentReturns by Race, Gender, and Discipline), as well as Eckhard Groll, Stephen Wanders, TinaAlsup and the SPHERE Lab for their helpful feedback and assistance. The views expressedherein are solely the authors’.References Cited1. Haddara, M., & Skanes, H. (2007). A reflection on cooperative education : from experience to experiential learning. Asia-Pacific Journal of Cooperative Education, 8(1), 67–76.2. Edgar, S., Francis-Coad, J., & Connaughton, J. (2013). Undergraduate reflective journaling in work integrated learning : Is it relevant to
structured questioning process actively involves all students in the class.Peer instruction encourages students to reflect on the problem, think through the arguments beingdeveloped, and put them into their own words. Just as important, it provides both student andinstructor with feedback regarding student understanding of the concept.Concept Inventories have emerged in many science and engineering fields.4-16 Similarlynumerous studies in physics, chemistry, and biology classrooms have shown that active learningpedagogies that are based on concept questions (ConcepTests) are more effective for studentlearning than traditional lecture.17-28 This project intends to encourage and shift the focus oflearning in chemical engineering classes by providing a
the voltage totemperature according to the IC’s specification.ProximitysensorsTo use the proximity sensors, users place a metal object near the probe. When a sensor istriggered, LED 1 will light up.OpticalsensorsTo use the optical interrupter, users place a thin object (such as a piece of paper) into the gap ofthe interrupter to block the infrared light. The interrupter operates in DARK ON mode so itsoutput will become HIGH and LED 2 will light up.To use the optical reflector, users put a highly reflective object (such as a piece of white paper)about 3mm above the reflector. When the object reflects infrared beam from the emitter back tothe receiver, LED 2 will light up.To use the photocell, users can block the top of the photocell with a
Graduate Student in the Secondary Education Master’s of Education (MEd) program through the Emma Eccles Jones College of Education and Human Services. Research interests include argumentation in science and engineering and the benefit they play in developing literacy in specific content areas. c American Society for Engineering Education, 2020 Learning from Engineers to Develop a Model of Disciplinary Literacy in Engineering (Year 3)Project OverviewTo broaden participation in engineering and improve the accessibility of high quality curricularmaterials that reflect the authentic nature of the engineering discipline, new approaches toteaching engineering at the K-12 and
students culturalcompetence, civic responsibility, and the ability to reflect critically on the professional“cultures” and often-invisible “values” informing science and engineering practice. Theyalso attempt to sensitize participants to non-technical worldviews and alert them to theneed for ethical conduct and sustainable innovation. 28-29,39-40With the support of the Ethics Education in Science and Engineering (EESE) program ofthe National Science Foundation (NSF), we have developed a graduate engineering ethicscourse that might take these initiatives a step further by making the case that theconnection of engineers and scientists to society is a central pillar of ethical professionalpractice. The course brings together engineering, science
program.11 Differences in the observedoutcome variables, GPA and persistence are calculated from the treated and matchedparticipants, with the average differences being the effect of co-op participation.AcknowledgementsThe authors thank the National Science Foundation Research in Engineering Education Program(Award Number:1329283) for support of this research. Page 24.129.5References Cited1. Haddara, M., & Skanes, H. (2007). A reflection on cooperative education : from experience to experiential learning. Asia-Pacific Journal of Cooperative Education, 8(1), 67–76.2. Edgar, S., Francis-Coad, J., & Connaughton, J. (2013). Undergraduate
noteworthy. First, the Force Concept Inventory (FCI) provided an instrument tomeasure students’ fundamental conceptual understanding of Newtonian mechanics.1,2 Thequestions were designed to test a student’s ability to apply the fundamental laws and principlesin a way that does not require computation. Second, Eric Mazur published his book Peer Page 23.298.2Instruction, which describes the use of ConcepTests to engage students in conceptual learningduring lecture.3 This structured questioning process actively involves all students in the class.Peer instruction encourages students to reflect on the problem, think through the arguments beingdeveloped, and
learningduring lecture.3 This structured questioning process actively involves all students in the class.Peer instruction encourages students to reflect on the problem, think through the arguments beingdeveloped, and put them into their own words. Just as important, it provides both student andinstructor with feedback regarding student understanding of the concept.Concept Inventories have emerged in many science and engineering fields.4-16 Similarlynumerous studies in physics, chemistry, and biology classrooms have shown that active learningpedagogies that are based on concept questions (ConcepTests) are more effective for studentlearning than traditional lecture.17-27 This project intends to encourage and shift the focus oflearning in chemical
.7. Recognize “scientific language” and “teacher language,” and know when and how to use eachlanguage.SECTION TWO: PROGRAM ACTIVITIES:For Items 8-14, please rate the various summer program activities on their usefulness on a scale of1-5, with 1 = Not useful and 5 = Very Useful. Please make comments.8. Participating in intensive research on various aspects of smart car vehicle development.9. Coaching on curriculum development with new standards.10. CMU faculty visits highlighting research and education topics.11. Training sessions for lab instruments and/or tools.12. Professional development sessions on effective teaching.13. Social activities and team building activities.14. Reflection sessions.SECTION THREE: RESEARCHFor Items 15-19, rate
supported by the National Science Foundation under awardnumber DUE - 1317238 and is supported in part by funds given to the National ScienceFoundation by the Intel Foundation and the GE Foundation. Any opinions, findings, andconclusions or recommendations expressed in this material are those of the author(s) and do not Page 24.736.5necessarily reflect the views of the National Science Foundation.References 1. American Society for Engineering Education. 2012. Going the Distance: Best Practices and Strategies for Retaining Engineering. Engineering Technology, and Computing Students. http://www.asee.org/retention- project 2