casestudy on the implementation of CPBL in the Process Control and Dynamics course for third yearchemical engineering students is reported. During the course, students go through six CPBLcycles to solve four problems that cover all the course outcomes in one semester. Selectedconstructs of Pintrich’s Motivated Strategy for Learning Questionnaire (MSLQ) relevant to aCPBL class, which are intrinsic and extrinsic goal orientation, task value, control of learningbelief, organization, critical thinking, effort regulation and help seeking, were administered todetermine the effect of CPBL. The results showed a significant increase in students’ engagementand motivation in learning. These findings are further supported by students’ reflections made atthe
/she indicated his/her “teaching methods, which do receive very goodratings by the students, were being challenged for no apparent reason”. This response provides Page 22.693.9good information on areas of improvement for future studies.What Students Learned from Doing the Faculty InterviewsAs part of their reporting, students were asked to reflect on what they learned from the interviewexercise. They uniformly reported they enjoyed the exercise and had a good discussion with thefaculty member. In many cases the discussion went well beyond the particular focus of thepublication and, per the classroom discussion, the original time requested
throughtransformation of experience. For him, learning is not a mere transmission of content but aninteraction between content and experience. His model of experiential learning cycle is based onLewin's problem-solving model of action research and drawing and Dewey's concept as well asPiaget. This cycle consists of four steps that delineate how learners transform an experience intoabstract knowledge, which is applicable to future decision-making or problem-solving situations.Those steps are concrete experience, observation and reflection, formation of abstract conceptsand generalization, and testing implications of new concepts in new situations. Kolb alsosuggested specific learning and teaching strategies to be used to facilitate each stage ofexperiential
Engineering Education, 2024 Design Iterations as Material Culture Artifacts: A Qualitative Methodology for Design Education ResearchAbstractStudying design processes requires the researcher to move with the designer as they negotiate anaction-reflection cycle comprised of a multitude of relationships, including the designer’srelation to themselves, to human and more-than-human others, and to the beliefs, values, andassumptions that design us every day. This paper’s goal is to introduce a qualitative methodologyfor studying the complex relationality of design, particularly (but not exclusively) in anarchitectural design education context. This methodology has theoretical and methodologicalunderpinnings in Process Philosophy and
presence of undetected AI-generatedcontent poses a direct challenge to maintaining academic standards, necessitating heightenedvigilance from educators. To mitigate the risk of false negatives, detection tools must evolve withAI content generation technologies, ensuring that new methods of AI-assisted content creation arequickly identified and appropriately addressed [17], [18].3.2.3 AI Detection Tool Comparative Analysis ReviewsThe AI detection tool comparison considers twelve "best AI-detection tools" published rankingsappearing from October 2023 to February 2024. These published rankings range from a minimumranking set of nine to a maximum ranking set of twenty-two software applications. These rankingsappear in chronological order, reflecting
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, Purdue University at West Lafayette (PPI) Dr. Farid
it well worth the effort. The opennessof project topics has led to student creativity and expression in class projects, including theembracing of their unique identities and exploration of more advanced materials under instructorguidance. Projects that address a gender-specific, interest-specific, or queer concern also letstudents (the project makers and their classmates alike) understand that computing applies inmany disparate domains and there is great value to a diversity of voices in technology. Thispaper describes the approach, general project design outline, the ethical reflection embedded inthe project, and experiences from several years of teaching (since Fall 2017). A list of studentprojects with brief descriptions is included so
from a Critical Feminist lens. Kinzie[1] reflected on their personally discouraging experience with science in college and theorized tounderstand inequities in women’s participation with four pathways: ‘nevers,’ ‘departers,’‘joiners,’ and ‘persisters.’ [13] examined STEM mentoring programs in their meta-analysis usinga Critical Feminist approach. Gender, oppression/patriarchy, challenges within institutions, andsystemic challenges were identified as obstacles for girls and women in STEM and the authorscritiqued STEM mentoring programs failed to address concerns for individuals who do not fitinto the binary gender category and the intersectional oppressions. There are many cases wherethe authors apply a Critical Feminist lens without explicitly
].Indeed, education researchers advocate for integrating HCD in higher education curricula [14],[7]. When using an HCD approach, designers focus on the human elements in the project andimplement processes such as exploring, empathizing, reflecting, brainstorming, and iterating toidentify and connect with stakeholders, generate ideas, and create and test prototypes of solutions[10], [11]. Within HCD, solutions may be products, services, experiences, or changes. Authors[15] visualized the HCD process as consisting of five spaces and 20 processes (Fig. 1).Figure 1: The human-centered design spaces and processesMerging Engineering Design and HCD: The Conception of Human-Centered EngineeringDesign FrameworkIn this paper, we argue that it is important
electronic displays in student common areas. In thiscourse, interdisciplinary engineering students will work with non-engineering students inmultidisciplinary teams on case studies and projects to learn to identify and apply underst andingof social attributes to engineering problems. Course activities will include lecture to introducesocial and emotional competencies and the principles of user-centered design, case studies tofacilitate discussion of the impact of social attributes on engineering projects in a multicultural andglobal context, and projects using multidisciplinary teams to work with small scale engineerprojects, applying a user-centered design framework. Students will journal to support reflection onsocial and emotional competencies
of debuggingand fixing errors in the code. Finally, looking back or reviewing is when one reflects on the finalproduct, thinking metacognitively about the entire process to improve upon the steps taken forfuture problems.General coding mistakes is one of the large barriers to success for students with no programmingexperience. Prior studies exploring student problem solving primarily focused on students’coding, debugging, and errors. These studies show that most errors can be categorized into ahandful of common errors that students with no prior experience make [9], [10], [11]. Focusingon these errors to find better ways to prevent students from making them is an importantendeavor. However, these errors do not solely come from coding itself
administered a validated survey at the beginning and the end ofthe semester (pre-post manner). Students self-reported their course engagement on fourdimensions of engagement: behavioral, social, cognitive, and emotional. We calculated thenumber of times students submitted their reflections for the app engagement in a semester. Onehundred and twenty students from a required first-year engineering course participated in thisstudy by self-reporting their course engagement and interaction with the application. Wehypothesize and explore whether students’ course engagement has a relationship with their appengagement or not. We analyzed the data using Pearson product-moment correlation tounderstand the relationships between pre-course engagement, post-course
civilengineering that could be more appropriately taught in the suitable design courses themselves orin the applicable technical portion of the capstone design sequence when necessary.Additionally, faculty identified the need to provide instruction about equitable civil infrastructuredesign: it is not enough for civil engineers to simply be obedient and follow codes, but ratherthey need to expect to collaborate with a variety of even non-traditional stakeholders to considergoing beyond the letter of the law of codes, or to improve codes and regulations. In addition,over the years, engineering codes themselves have changed to reflect changes in our culture, law,and technology. It is our belief that civil engineers need to not only know how to keep up
pre-calculus in Fall 2022 (so failed to place into Calculus1 or higher) and did not have strong participation in the course or completion of basic reflections,homework, or lab assignments. At the end of the semester, the students who earned a D or F in thecourse had a lower engineering identity, feelings of belonging at the university, and feelings ofbelonging in the course in comparison to students who earned an A, B, or C in the course. Theresults indicate that in the local context there is still further work needed to best support the needsof students with respect to their math skills as they transition into college.INTRODUCTIONMuch has been written about the challenges that many college students encounter with math, andthat math is
gatherfeedback from a real audience to support their design proposals. This supplied a goal andpurpose for the activity and was a leading factor in exploration. To support promoting the EM inthe activity, students focused on providing a solution to a real-world problem and proposing amarket-driven solution based on research and product analysis. Proposals were also required tointegrate Bio-inspired components in their designs and use media artworks to reflect purpose andaudience in the final product.Over six weeks, students were introduced to several system design components. A preliminaryanalysis of results indicated that the hands-on experience facilitated higher-order reasoning andallowed the students to think systematically about the feasibility and
theimportance of interdisciplinarity in sustainable solutions that align with the SDGs. The resultssuggest that interdisciplinary designs boost sustainability in multiple SDGs through the samesolutions, making interdisciplinary design more efficient and with higher impact to the world.The authors reflect on the future steps that educational institutions could take to form newpedagogical approaches that highlight interdisciplinarity within engineering schools.Implications for research and practice are provided.IntroductionToday’s world faces complex problems such as environmental, social, and economic challenges.In response, many organizations and interdisciplinary teams have shifted their focus towardsustainable design. The Sustainable Development
framework has involved the role of theresearcher, including both teacher librarians [12] and qualitative researchers [13], and stories ofpreservice teachers [14], adult learners [15], and women returning to education [16].This study responds to the lack of research on engineering leavers [17] as well as the gap in thedocumentation of women’s stories globally [4], by analyzing and re-telling the story of a womanwho tried engineering and left, but who nonetheless reflects heroism. She reported experiencingan apotheosis, or period of catharsis, which she took the time to share with us during her last dayin Dublin, before her flight home.The analysis reported in this paper applies and further tests a multi-part methodologicalframework for analyzing
framework to better understand empathyamong engineering educators. The framework is made up of three mutually dependentdimensions: skills, orientation, and being. The skills dimension includes empathic skills that canbe learned such as perspective taking, mode switching, and affective sharing. The orientationdimension concerns one’s proclivity for being empathetic and includes aspects such as anepistemological openness and reflective values awareness. The being dimension aligns withone’s values and morals as engineers and citizens and how these morals and values define andguide our actions and behaviors. Interviews were conducted with three assistant professors andone professor and these interview transcripts were thematically analyzed using in
impact of a user’s prior knowledge and the reflections of first-year engineeringstudents on differing results were also assessed.The results of this study indicate that designing a product display or interface is still centeredaround a population stereotype, but the population takes many forms depending on the productor interface. When an open-ended prompt is provided, such as, “draw in how you consider the[gear selections] should be positioned for [an auto transmission] Neutral (N), Drive (D), Low(L), and Reverse (R),” the multitude of responses becomes overwhelming to designers. Theinfluence of cultural shifts, since the original study, was evident within our responses as well.Multiple responses highlighted how modernization of technology may
,Sacramento’s (Sacramento State) with the Hornet Leadership Scholars’ Curriculum. TheHornet Leadership Program (HLP), launched in 2018, addresses some of our potential gapsin engineering leadership education. The program includes instruction on principles ofleadership, seminars by industry leaders, leadership practice and reflection, discussions,one-on-one mentoring, leadership development in student organizations, and communityactivities. The program also reinforces the educational process by creating opportunities forparticipants to be coach/mentors for less experienced students as they progress in theprogram. The HLP allows students to enhance their engineering leadership training throughdirect application of leadership principles. As we grow the
, changing racial and ethnic demographics, national security, andglobalization have all fueled the push to increase and diversify the science and engineeringworkforce [6]. Further, expanding racial (and gender) representation of engineering faculty hasbecome a top priority in many engineering colleges and departments across the country. Despitethe best intentions, many organizations have failed to reflect societal demographics within theirfaculty ranks. Techniques and strategies exist to recruit candidates from traditionallyunderrepresented groups, yet the full participation of these groups has not been achieved [6].It is clear that the engineering programs within higher education must improve their teachingapproaches to address issues of diversity
disparate contexts and perspectives.2. improve the ability to apply engineering design concepts to solve problems in the real world.3. improve the ability to make reflective judgment through independent and critical thinking4. improve the ability to make and act on the moral or ethical judgment in the engineering design process5. improve the ability to function effectively on a team.6. improve the ability to communicate effectively with a range of audiencesThis course is designed to achieve the learning outcomes listed above by assigning studentsdesign activities and projects. Table 1 shows the detailed descriptions of the teaching methodsused for each learning outcome. Table 1. Teaching methods for each learning outcome
contentknowledge in a way that reflects deep understanding of the field, and 4) experts are able to easilyand accurately retrieve important aspects of their knowledge with little cognitive effort(Bransford, 1999). It has long been understood, however, that experts within the same disciplinemay differ in the manner and effectiveness with which they are able to apply their expertise tosolve a problem (Hatano, 1990; Wineburg, 1998).Based on studies in the field of learning sciences, researchers have developed the concept ofadaptive expertise (alternatively referred to as “adaptiveness”) to characterize the differences inthe way that experts utilize their content domain expertise (Hatano, 1990; Wineburg, 1998). Forexample, one classical work in this area
Ph.D. candidate in the Department of Engineering Education at Virginia Tech. His research interests include graduate education, curriculum development, faculty development, global engineering education, and education policy.Ms. Michelle Soledad, Virginia Tech, Ateneo de Davao University Michelle Soledad is a doctoral student in 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
have produced, piloted, and internally distributed 64 curriculum modules and/or labs.The purpose of this paper is to provide preliminary results of an investigation of the relationshipof learning setting and instructional use of experimental centric learning, especially for students ofcolor. Learning settings studied include: 1) traditional classrooms, 2) lab settings and 3)homework. Variations by instructional use included: 1) instructor demonstration, 2) cooperativeand 3) independent student use. Student outcomes reflect gains in: 1) pre-requisites to learning; 2)immediate short-term learning; 3) long-term and transferable outcomes and 4) selected ABETcharacteristics (importance and preparedness). Findings indicate that both setting and
the engineering ISD report—a key characteristic, ashighlighted by Vijai K. Bahtia, is that genres reflect disciplinary cultures and focus on“conventionalized communicative events embedded within disciplinary or professionalpractices” (23) [5]. Thus, while engineering faculty saw the project/course oriented to aspecific purpose or [business] product—the ISD report translation in condensed form—Spanish language faculty saw the use of translation as a framework for advancingspecific literacies across disciplines through the use of Spanish. We recognized abroader series of “communicative events” attached to the specific course register.Twenty-four students enrolled in the Spanish course, and twenty-three students wereassigned final grades
development model where they wereimmersed in tasks in which the facilitator supported an inquiry-based learning environment. The professional development model consisted of two full days of inquiry experience anda half-day at the end of implementation dedicated to reflection of practice. The first day ofprofessional development focused mainly on Algebra concepts and was given prior toimplementing any of the Math Out of the Box lessons. After teachers implemented the tenlessons relating to Algebra, they returned for the second day of professional development dealingprimarily with data concepts. Teachers were also given the opportunity to reflect on the Algebralessons and discuss issues relating to implementation with their peers. Topics such as
Learning and Challenges Faced during a Summer Undergraduate Research ExperienceAbstractUndergraduate research experiences offer many benefits to our students and serve as a primarymechanism to recruit students to graduate school and expose them to the practice of research,which also enables students to learn problem solving in the context of discovery and innovation.This paper employs a mixed-methods approach and a Community of Practice (CoP) theoreticalframework to investigate how participation in summer undergraduate research promotes situatedlearning. The mixed-methods approach, incorporating pre- and post- survey instruments as wellas weekly self-reflective journal entries were utilized to study undergraduate researchers
trying to figure out a way to structure exercises to access story as a methodologyand explorative form for a graduate engineering and design methods class. To do this I reflect back onwhat I already know, what I am learning from graduate student co-creators, and how my participantobservation as instructor for the class will impact the developmental stages of their projects.We know that collaborative design thinking is a social activity [1]. Members work together in teamsin the workplace and increasingly in engineering schools in project-based design courses. While thesecourses give an experience of working in teams, the elements of how insights help individuals createnew approaches, sustain engagement and inspiration well into a project and
framework to ensure that hazards are not only identified, but are also eliminated atthe design stage. The Australasian engineering profession has begun to address this humancomponent through the introduction of the most recent National Generic Competency Standards6in 1999, which incorporate competency standards for design. However Toft7 had already foundthat engineering educators have reported that they do not have skills and knowledge in the areaof designing for human use, and would need to first learn themselves about ergonomic principlesof design.Research MethodologyAction Research (AR) is a cyclic process of problem definition, enacting a potential solution,observing the impact of that action, and finally reflecting on the outcome, and then