in college and beyond. The EcologicalValidation Model of Student Success and its educational practices reflecting the social evolutionframed this study. Information was collected through surveys and interviews from three studentcohorts. The findings revealed how this culturally asset-based program reinforced the identity ofstudents as Hispanics by centering culture and community aspects that students were familiarwith, promoted teamwork with peers as a strategy to make learning better situated in theirinterest to support each other, and contributed to creating a research space where students feltintegrated, included, and valued considering who they were or represent. Programs that center onstudent asset-based features and pedagogical
Paper ID #42409Exploring Variance in Undergraduate Research Participation: A Quantitativeand Qualitative Investigation among Students with Differing Levels of InvolvementDr. Andrew Olewnik, University at Buffalo, The State University of New York Andrew Olewnik is an Assistant Professor in the Department of Engineering Education at the University at Buffalo. His research includes undergraduate engineering education with focus on engineering design, problem-based learning, co-curricular involvement and its impact on professional formation, and the role of reflection practices in supporting engineering undergraduates as they
, communication, critical thinking, and problem-solving within thecontext of robotic competitions.Furthermore, diverse themes in annual robotic competitions facilitate project-based learning(PBL) opportunities tailored to children of varying ages. PBL can serve as an effective vehicle tofacilitate student-driven knowledge acquisition, skill practice, and reflective inquiry. Thecombination of PBL and hands-on robotic competition empowers a promising direction that cango beyond traditional educational models, making STEM fields accessible and appealing to K-12students. It has been reported that students who gain technical skills in high school are betterprepared for both the job market and higher education opportunities [15-17]. Additionally, whenstudents
that these events are deeply embedded in the intersectionalidentities of the authors and these accounts may not necessarily translate to other individualsundergoing similar situations. Also, because these challenges are layered, complex, and situatedin the authors’ intersectional identities, the findings may include multiple systemic barriers thatare intertwined in the interpretation of the findings. The authors opted to maintain the complexityof the narration as it was deemed more authentic to their lived working and personal realities.Further, the multilayered complexity in the narrative demonstrates the levels of cognitive loadand role strain associated with each presented challenge, subsequent reflection/decision, andperceived outcome. The
, students design their egg protection device, convert the model to machinecode, print their structure and finally load test it. Reports are required at the end of each phase,and a summary presentation is made to the entire course at the end of the project. This projectaims to improve several student outcomes such as experimental design and analysis, research ofnew technology, and communication. Initial student reflections were collected at the end of theproject and are presented here. By intertwining contemporary technology with traditional coursestructures, we aim to reinforce the design thinking of students while providing hands-onexperience with an emergent technology.Keywords:Integrative design course, Additive manufacturing, 3D printing with
, 1971). By acquiring multiple sources of information about the sameevent occurring in a social setting, researchers can integrate and triangulate these data, enhancingthe analysis’ depth and accuracy. Therefore, in this research project, the researcher engaged inextensive first-hand observation in classroom settings throughout the semester, collectedstudents’ written responses reflecting their class, and conducted open-ended interviews designedto validate our findings with students’ perspectives. Second, investigations of instructors’ pedagogical practices in naturalistic settings, versusin a laboratory or through lab-based experiments, can yield different findings (Le Compte &Goetz, 1982). Indeed, identifying instructor’s
. Page 22.1723.1 c American Society for Engineering Education, 2011! “The Engineer as Leader” Course Design and AssessmentAbstractA course was developed in response to the needs of industry and society at large. This course istargeted to those developing engineering skills who will, in the near term, assume leadershiproles. This course uses the constructivist pedagogical model and was designed with the goal offacilitating “significant learning experiences.”The basic components of the course are a series of readings (24), videos (14), and interactionswith practicing engineering leaders applying a “leaders teaching leaders” approach (5) used asprobes to elicit responses from students who then reflect upon
challenge? 2. What additional understanding can be gained about the study’s methodology and its capacity to measure engineering design thinking from conducting reflective interviews?Literature Foundation The methods and design thinking constructs measured in this study were built on afoundation of previous work which emerged from the University of Washington led by CindyAtman. This study is differentiated from the Washington work in two distinct ways. First, thiswork extended the continuum of novice to expert to include high school students whereasprevious work employing these methods focused specifically on college students and practicingexperts. Second, our study attempted to explore design thinking in dyads
description is expected to be more elaborate than in theproposal and there is also the added section of a project reflection, which is not usually part of atechnical report but should give the students the opportunity to reflect on their project and thework they have done during the semester.For the past two semesters the students have been required to schedule feedback sessions withthe Writing Center. The Writing Center assists students, faculty, and staff with the process ofwriting in any discipline and for any purpose. They usually offer free individual and groupconsultations on any writing project at any stage in the writing process. For our senior designcourse we have a special set up so that the teams will have a preferred time slot where they
on the use of waste plastics in asphalt pavements and the technical outcomes of thatresearch. Second, we present a reflection from the three undergraduate students involved in thisexperimental research, including their main motivations to engage in the URE, their learningoutcomes, and the impact of URE in their career trajectories. Accordingly, two major goals anddeliverables are included in this paper:Goal 1: Pratical Research Application: Exploring Waste Plastic in Sustainable Infrastructure • Present student-led literature review and provide a comprehensive background on the use of waste plastic in infrastructure development. • Discuss the specific research methods employed, including experimental design and material
supportsustainability-focused projects. The evolution of the IE curriculum at QU reflects a commitmentto producing engineers equipped to address the complex challenges of a sustainable future.IntroductionThis work-in-progress manuscript discusses ongoing efforts to integrate a strong focus onsustainability and societal impact into the Industrial Engineering (IE) program within the Schoolof Computing and Engineering (SCE) at Quinnipiac University (QU).QU, a private institution located in the northeastern United States, boasts a comprehensiveacademic structure encompassing nine distinct units, including SCE. Notably, sustainabilityfeatures prominently in QU's strategic plan [1][2]. A dedicated sustainability committee drivesvarious campus-wide initiatives, and
phases: planning, monitoring, control, and reaction andreflection [3], [8]. The planning phase involves planning for the problem such as guidingquestions, making a concept map, or planning ahead as seen in [1, Tab. 1], [3]. The monitoringphase could have diagrams, prompts for self-explanation or reasoning, or cognitive feedbackdone by the student [3], [12]. In the control phase, there could be worked out examples,processing and reflective prompts, or guiding questions [3], [10]. Lastly, in the reflection phase,students reflect on the learning they’ve done [3], [13]. As previously mentioned, effectivescaffolds can be both domain-general and domain-specific in each phase. In the context ofcomputer-based learning environments, or CBLEs, prompts
, the stretching of the hands through awindow on a cold morning is used to gauge the weather condition. African educators who wantto enact CSP should consider observations of their students of paramount importance. Thisemphasis is rooted in cultural (i.e., African) perspectives and aligns with the paradigmaticapproach of CSP, promoting observation as a way of knowing. 11. Reflects on Teaching Practices The ability of teachers to self-reflect on teaching practices is an essential component of the CSPframework [13]. By reflecting on their instructional practices, teachers examine their actionswithin the classroom and the underlying philosophies and beliefs that power their decisions andactions. This critical reflection can then improve
correctly while only two managedto determine the weight of the plate correctly. Several students referred to using tabulated data orsimpler shapes in other courses to find the centroid and this lack of practice with equations beinga barrier to success in solving the problem used in this study which does not use a simple shape;“So you have areas which you can find by, by just like simple shapes. And then those have likeknown centroids. And then you can just do sum of centroid times area divided by sum of area forthis because your thing is modeled by an equation, you can't do that. So my dilemma now isremembering the formula.”(5) Solution Evaluation; the only student to obviously display reflective and evaluative practicewas the individual who
brainstorm and research extensively, allowing for a freeflow of creative ideas without immediate constraints. The Explain phase then guides students tosynthesize and articulate their findings, akin to defining a clear problem statement in design thinking. Theprocess continues with the Elaborate phase, where students develop tangible solutions or prototypes,reflecting the prototyping stage in design thinking. This hands-on approach encourages the practicalapplication of their ideas, emphasizing testing and refinement. Finally, the Evaluate phase mirrors thetesting phase in design thinking, where students assess the effectiveness of their solutions and gatherfeedback. This not only allows for reflection but also encourages iterative improvement, a
objectionable or estimable, or simply, “who benefits and whopays” [2], these published reflections could be useful for institutions considering similarinternational humanitarian trips to better prepare their students and encourage reflective practices.This article is divided into three sections: (1) background information on the experience, authors,and terminology in international humanitarian trips, (2) benefits for students and community, and(3) reasons to question participation.Background InformationTo provide context for the resulting discussion, this section contains a description of theinternational humanitarian trip, a land acknowledgement and positionality statement, and adiscussion on common but not synonymous terms for humanitarian
involved in that area of research. c American Society for Engineering Education, 2018 Preparation of the Professional Engineer: Outcomes from 20 years of a multidisciplinary and cross-sectoral capstone courseAbstractThe grand challenges outlined by the National Academy of Engineers and addressed by theABET (Accreditation Bureau for Engineering and Technology) learning outcomes reflect thechanging landscape of undergraduate engineering education. Indeed, to be competitive, the nextgeneration of engineering professionals must obtain skills and preparation beyond those in atraditional technical discipline. Accordingly, learners must principally demonstrate the ability to:understand ethics and social
may have explicit criteria for what they abstractly believe general education andcommunication should consist of, while they employ different criteria implicitly in the actualeducational situation that better reflect the educators’ model of learning.In this study, with the unique context of an open-ended and self-driven tinkering environmentand the student teams’ use of a human-centered design* approach, the collaborations benefittedfrom multiple types of communication and interaction. We explore the processes in which thecross-community designers engage to deconstruct their engineering practices for visitors, and weevaluate their perceptions of learning and engineering as reflected in their criteria for “good”engineering tinkering
for/contribute to the “culture” that is created/fostered. Instead, minoritized studentsand professionals are often expected to “persist” with more “grit,” following targetedinterventions [13], [14]. This misplaced focus has resulted in a significant knowledge gap andlack of cultural competence in most computing graduates entering the workforce [15]. This isfurther demonstrated by reports of discrimination in academic and professional environments[16]–[23], as well as events like the #BlackInTheIvory and #ShutDownSTEM Twitter hashtags[which highlighted the anti-Black racism experienced by Black students, faculty, and staff atpredominately white institutions (PWIs)] [24]. This is also reflected in the Kapor Center’s TechLeavers report, which
of talking about this familiar experience. (p.214)Our project provided senior engineers with a systematic way of talking about “this familiarexperience,” by prompting them to describe two memorable events (a proud moment and astruggle) and reflect on how each of these experiences shaped their leadership development.Bennis and Thomas [32] have coined a phrase to characterize this type of powerful catalyst forleadership development—“leadership crucibles” (p.39). After analyzing interviews with 40business leaders, they learned that regardless of age or stage, all participants had lived through“intense, often traumatic, experiences that transformed them and became the source of theirdistinctive leadership abilities” (p.39). By focusing on “proud
interests include student persistence and pathways in engineering, gender equity, diversity, and academic policy. Dr. Orr is a recipient of the NSF CAREER Award for her research entitled, ”Empowering Students to be Adaptive Decision-Makers.” American c Society for Engineering Education, 2021 The Centrality of Black Identity for Black Students in Engineering: A Reflection on Methods and TheoryKeywords: Race/ethnicity, Black identity, undergraduate programsIntroductionThe recent emphasis on increasing the number of engineering graduates has been coupled withgreater concern about the lack of diversity in engineering fields. However, despite
were the Engineering Disciplines Team Concept Map, Hand PumpLaboratory Team Report, Simply Supported Beam Laboratory Report, Alpine Tower StaticsLaboratory Wiki and Grand Challenges Video Project.A team leader was designated for each of these five assignments, which provided every studentwith an opportunity for an intentional leadership experience. As the first assignment was given,the instructor led a class discussion on the roles of team members and team leaders. After thedeliverables for team assignments were submitted and in order to reflect individually on theexperience, students were required to submit a Self-Reflection using a journaling tool inBlackboard. The intent of these structured reflections was to reinforce and foster
science teaching methods course and volunteered for a follow-up engineeringprofessional development institute, which was the context for this study. Data sources includedvideos of the teachers solving design problems, teachers’ written and oral reflections onengineering teaching experiences, and researcher field notes from the after-school week. Wegenerated thick descriptions of the cases of Ana and Ben and used these to develop conjecturesabout their engineering epistemologies. Following microethnographic methodology andstrategies from discourse analysis, we re-examined transcripts and other data artifacts forconfirming and disconfirming evidence of these conjectures.We found that Ana and Ben framed engineering learning as building knowledge
100 course are discussedin Section 5.2. Critical ThinkingThe term ―critical thinking‖ is one with which most people are familiar, but is difficult to easilydefine, as shown in1 where 89% of teachers interviewed claimed critical thinking to be animportant education objective, but only 19% were able to give a clear explanation of criticalthinking. One of the classic definitions of critical thinking comes from Robert Ennis: ―Criticalthinking is reasonable, reflective thinking that is focused on deciding what to believe or do‖2.This definition does a good job of briefly capturing three key elements of critical thinking:reason, reflection, and judgment (or as Ennis puts it so well – ―deciding what to do or believe‖).The element of reason in
Research, Review of Educational Research, Review of Higher Education,Studies in Higher Education).Inclusion CriteriaEach article chosen for inclusion in the database was determined by us to meet all five of thefollowing criteria: 1. It had an educational intervention. 2. The intervention was at the undergraduate level. 3. The intervention was in a science, technology, engineering, or mathematics (STEM) field. 4. It discussed an outcome (no matter how anecdotal). 5. The outcome was related to improved learning or performance, retention, or assessment (and not simply student satisfaction).Although we have classified all the articles accepted for inclusion as “research,” this does notnecessarily reflect
to create such opportunities, Dr. Zastavker’s re- cent work involves questions pertaining to students’ motivational attitudes and their learning journeys in a variety of educational environments. One of the founding faculty at Olin College, Dr. Zastavker has been engaged in development and implementation of project-based experiences in fields ranging from science to engineering and design to social sciences (e.g., Critical Reflective Writing; Teaching and Learning in 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
knowledge of reform-based teaching Interview, and Lesson Plan practices? To what extent do biomedical engineering fellows implement biomedical engineering research into Lesson Plan, Pre- and Post-Interview the classroom? How do biomedical engineering fellow lesson plans reflect the Next Generation Science Lesson Plan and Post-Interview Standards?MethodologyAn instrumental collective case study was chosen to examine the research question, “In whatways do biomedical engineering fellows incorporate reform-based practices into secondaryscience classrooms?” The objective of this instrumental approach was to gain insight andunderstanding as to how and
colleagues. Yet, teamwork skills are rarely “taught” inengineering curricula; in fact, compared to business representatives, university educators havebeen found to underestimate the value of teamwork KSAs. Instead, students are expected todevelop teamwork and leadership skills via a sink-or-swim approach where they are assignedgroup work and left to perform as they can. Often, these poor teamwork experiences combinedwith the lack of training and opportunities for guided reflection lead to students disliking workingin groups, impacting not just the cognitive but also the affective domain of learning.In response to this identified weakness, a committee of representatives from the Faculty ofEngineering and other support units at the University of
incentivized the development of modules, lessons, or class projects that have a clearhumanities-based learning objective and have the potential to reach many students. The moduledescribed here was funded for development through an internal grant, and this paper presents asummary of the module’s content, the rationale for its approach, reflections on some of the keyassumptions of the rationale, and recommendations for others wanting to implement a similarly-styled ethics assignment.Most Engineering Economy instructors would probably agree that these courses are well-suitedfor reaching large numbers of students due to their cross-disciplinary nature and are also well-suited to discussing professional ethics because of their connection to the world of
work.In this paper, we focus on the weekly surveys: participants received two separate surveys eachweek: a short quantitative perceived preparedness survey sent each Tuesday via Qualtrics and ashort qualitative reflection survey sent each Thursday via email. Participants received $6.25 foreach completed survey, paid in 4-week increments (i.e. up to $50 for each 4-week set of surveys- up to $150 total).The quantitative survey was informed by Experience Sampling Methodologies (ESM), in whichthe purpose of the instrument is to capture experiences as they happen in real time forparticipants [28-30]. The survey asked participants to identify activities in which they hadparticipated within the past week. The list of possible activities was constructed