specifically for mobility engineers. Since examination is oneof the pillars toward licensure, the gap reflects the lack of a complete roadmap toward theprofessional career of mobility engineers. It implies the effectiveness of education programs andquality of practice in this field could be undermined. For example, decision making generatedfrom engineering judgment may lack the grounds of widely accepted norms. Besides,engineering practice could be less tracked, disciplined, or protected. Eventually, less regulatedpractice could lead to adverse impacts on public safety as well as the health of the engineeringcommunity.One of the most important purposes of professional engineering licensure is to provide assuranceto the public of a minimum level of
people working at such high levels of Iron Range Engineering gave me the chance to prove what I can do and feel like I am capable of being an engineer (Student 6, para. 2)Student 3Student 3 was a participant who only made connections between four of the framework elements(no mention of Knowledge) and showed limited connections between those that were mentioned.Their co-occurrences happened less frequently than those in Students 6 and 10’s reflections. As areminder from Table 2, student 3 mentioned Skills, Values, and Epistemology in 40% ofparagraphs and Identity in 100%. This correlates with the size of the nodes in Figure 4.Four out of the five paragraphs in Student 3’s
“line groups,” that visually correspond to what are commonly known as frieze patterns.Translations, half-turns, vertical reflections, horizontal reflections, vertical & horizontalreflections, glide reflections, and vertical reflections & glide reflections with half-turns constitutea practical visual manner in which to identify them (Table 7). Throughout our travels in Peru,students were on the lookout for examples of all 7 types. Table 7 Frieze patterns and their categorization Basic visual coding of all 7 types of frieze patterns using letters of the alphabet. Eight different Incan frieze patterns (top
pedagogical approaches which nurture these capacities.Traditional engineering curricula fail to adequately address the active, iterative, and process-oriented nature of design found in the ABET definition. The use of cornerstone and capstoneprojects does not sufficiently foster the transfer or application of technical knowledge or providerepeated, meaningful opportunities to practice the behaviors associated with design.Research on how students learn engineering design most effectively call for repeatedopportunities to engage in hands-on, open-ended problems. For example, Prince (2004) suggeststhat design and other engineering subjects are best learnt through hands-on, active pedagogy, e.g.project-based learning.6 Impromptu design exercises reflect
. Further investigation indicated that many FYEstudents could identify the superficial features from the problem statement, but they werenot able to identify the implicit logical steps or deep structure of the problem.Our current data provided the baseline of how FYE students abstract and interpretinformation from a design goal to generate a specific problem statement. We areinterested in treatments to improve students‟ ability to recognize critical features of agiven context and encourage taking multiple perspectives to identify alternative solutions.We are combining the use of graphical representational tools as organizational tools tosupport teams collaboration and we encourage opportunities to reflect and refine theirdesign process. This
the circuit diagrams for the two cases where the digitalI/Os are used in this project [4, 5, 7]. Page 22.270.5 Figure 4 Digital I/Os circuit diagrams for (a) Pushbuttons and (b) Reflectance SensorWhen the pushbutton is connected to a digital I/Os it can be used as a reset or start up controlsignal. In Figure 4 (a) pin PB1 is connected to VCC through the pull-up resistor R (20-50 k)which sets the voltage on the input pin to 5 V, so it reads as a digital 1. Pressing the buttonconnects the input to ground (0 Volts) through a 1 k resistor, which is much lower than the valueof R. This sets the input voltage very close to 0 V, so the pin reads
havebeen introduced since then. It also discusses students’ and teachers’ strategies, aiming atadapting their behaviour to the way they have perceived those new paradigms. Somesignificant changes were detected, namely those related to students’ work, expected to beautonomous and continuous throughout the semester, benefiting from teachers’ tutorialguidance and reflected in a continuous evaluation.Nonetheless, it has been a road dotted with some difficulties: changing students’ attitudestowards work and persuading instructors of the importance and need to look for innovativepedagogical strategies is not an easy task. Still, in a significant number of courses, some newteaching/learning models were introduced, based on skills development models
Sustainable Community Development. Our project is acritical pedagogy, one aimed at enhancing students’ knowledge, skills and attitudes to reflect onthe historical and political location of engineering, question the authority and relevance ofengineering problem-solving and design methods, and “examine their education, includinglearning objectives, the course syllabus, and the textbook itself” (Riley, 2008, p. 113).Specifically, our project is aimed at engineering education as it relates to a diversity of theseefforts, which we call “Engineering to Help” (ETH). ETH initiatives often exist under namessuch as community service, humanitarian engineering, service learning, Engineers WithoutBorders (EWB), Engineers for a Sustainable World (ESW) and
as a whole?How can resources be synergistically integrated to support such an effort? What are the majorchallenges or barriers present that must be overcome in order to create such a system?In response to these questions, they present a concept map to explore how faculty educationaldevelopment could support and greatly enhance an entire system revolving around faculty Page 15.975.4development in teaching and learning. Utilizing and reflecting upon the literature, major issuesconsidered that relate to the questions above include various roles in the higher educationengineering community; relationships between educational research, student
Procedure Experimental Group Control Group Pre-Test Heat transfer concept questions Sequential and Emergent The Nature of Science (with Processes (with reflection reflection prompts); prompts); Diffusion example with no Training Module Diffusion as an example of mention of emergent processes an emergent process (with (with reflection prompts) reflection prompts) Diffusion concept questionsTest for
team might be delayed until a second team is formed and has begun to develop its own synergy. This timing will provide students with an ability to compare differences in team structure and be able to better understand what constitutes a functioning first team. In addition, the students will be better able to apply this information to make their second team more effective. About two weeks after the second team is formed is an appropriate time to do the assessment to maximize both reflective and application processes. 3. Administer the first assessment somewhere between a half and two-thirds of the way through a project. This will provide an opportunity for each team to set goals and develop
teamwork. The teams working on these projects are diverse in major, discipline, education level, gender and ethnicity. 8. Enhance the ability of students to communicate their ideas/solutions effectively to both technical and non-technical people: Students are required to write a technical report, a reflection paper and to present their experiences and/or work to the campus community or a specific class. Furthermore, students are required to write reflections as part of the cultural immersion workshop on non-technical issues. Students are required to submit electronic weekly status reports to the ETHOS director while participating in their service-placements. In most cases, students are required to speak
classroomenvironment was restructured to support collaborative and reflective learning, and provideopportunities for students to practice skills expected in engineering practice. For example,students presented their findings, defended their positions, and debated with fellow students andfaculty instructors their conclusions; such interactions allowed development of core engineeringcompetencies. This paper provides an overview of the challenges and learning activities thatwere developed for three specific courses that have been implemented at Northwestern. Wefocus on the assessments used to measure student understanding of the scientific concepts, aswell as the development of engineering skills. Studies were conducted in the domains of bio-optics and
Emerging Technologies Large language Assessment models LLMs Clinical workflow Healthcare Technology Healthcare Services Figure 1: Research area of interest.Literature reviewThere is a growing body of literature on the useability of large language models (LLMs) inhealthcare. This expanding interest from researchers reflects the importance of this technology inthe
Investments Investments CECAS graduate students make up between 28-33% of graduate student enrollment at Clemson UniversityThe graphics on this slide show the overall trends in graduate student enrollment inengineering and computing graduate programs (domestic and international studentscombined). These graphics will reflect fluctuations and illustrated that as overallenrollment at the university has increased at a rate of ~2% graudate
,2) classroom observations and reflections with teachers, and 3) analysis of student justificationsmade during the comparative sessions. All together, these activities have prepared us forprogress in the next phase of investigation about the efficacy of learning by evaluating. Theory of Action: Why LbE? Building on our pilot work with students, our theory of action is that the experience ofcomparing example work 1) meaningfully supports students’ design thinking mindset (helpingstudents think like designers), 2) critical thinking and reasoning (helping students to make andexplain decisions), and 3) ultimately their design performance (as students apply their thinking).These three variables are critical
campustransitions. We recruited from dual credit (e.g., “Running Start”) programs, incoming transfer studentsfrom local two-year institutions, and pre-major STEM students. In the course, we includedtransformational experiences and personal artifacts as a way to enhance research identity and buildcommunity. The personal artifacts were used as a tool to allow students to share an aspect of themselveswith the research class.Student worksheets and reflective essays were collected to assess identity related tasks and reflections inthe course. Students completed a survey about the class experience, with 100% of students reportingagreement that the class had a positive sense of community and collaboration.IntroductionThe transition from a two year institution to
Engineering. Her dissertation research broadly focused on global issues related to sustainable waste management and plastic pollution. After earning her PhD 2021 from the University of Georgia, Amy developed skills in qualitative research methods in engineering education at Oregon State University. As part of this training, she used interpretative phenomenological analysis (IPA) to examine engineering faculty well-being and collaborated on the development of a reflective tool for researchers to build skills in semi- and unstructured interviewing. Building on her postdoctoral training, Amy aims to merge her methodological interests to pursue research questions in the nexus of engineering education, sustainable development
a burgeoning recognition of the need for DEI withinengineering [11]-[13]. The current state of DEI in the discipline is one of active evolution andcommitment. Institutions, professional societies, and industry leaders are increasinglyemphasizing the creation of more inclusive environments that attract and support a diverseworkforce. Efforts are being made to dismantle the barriers that have historically led tounderrepresentation in engineering fields. Initiatives ranging from outreach programs aimed atyoung students to institutional reforms in hiring and retention practices reflect this shift towardsa more inclusive engineering community.The relevance of DEI in engineering cannot be overstated, as the field significantly impactsevery aspect
' critical thinking and problem-solving skills.In project-based activities, participants experimented with materials to examine their light-reflective properties. This material testing informed the design of daylighting systems for modelhouses, allowing students to directly apply the EDP. Through this hands-on approach, studentssynthesized their theoretical learning with tangible engineering tasks, and embodied the role ofengineers in solving contemporary challenges.Tools and InstrumentsQuantitative InstrumentsFor the quantitative analysis, we administered structured pre- and post-intervention surveys toevaluate changes in students' self-efficacy, STEM identity, and engineering knowledge. Thesesurveys, which featured a series of items on a 5-point
projects. Thisresearch also analyzes how adult learners interactively learn, reflect, and apply their AIknowledge to examples drawn from their workplace, while improving their understanding andreadiness to implement AI technologies effectively.Our three-day workshop centered around enriching and engaging learning about AI technologies,ethics, and leadership, featuring topics like supervised learning and bias, AI strategy, andgenerative AI. Apart from discussions, the workshops incorporated hands-on learning with digitaltools, robots, problem-solving scenarios, and a capstone project. Participants were 44 leadersfrom a large government organization. Their learning was measured through pre- andpost-questionnaires on AI leadership, knowledge checks
) identified a significant lack of JEDI-relatedcontent in professional engineering societies, underscoring the urgent need to strengtheneducation in these areas to prepare inclusive and socially committed engineers. Armanios et al.(2021) highlighted how a curricular restructuring led to an increase from 17% to 69% in theincorporation of social justice concepts in students' final reflections, demonstrating the ability toinclude the social impact of engineering decisions. Similarly, Hess et al. (2024) emphasized theconnections between ethics and DEI, identifying the need to integrate and unify strategies thatenable engineering students to address both the social and technical aspects of their profession.Finally, Gupta, Talluri and Ghosh (2024
] Parameter Transistor T1, NPT Transistor T2, TGF GaN FET, HEMT GaN FET, HEMT Forward Reflection S11 = 0.84∠102.40° S11 = 0.9∠178.27° Reverse Transmission S12 = 0.05∠1.94° S12 = 0.01∠20° Forward Transmission S21 = 1.89∠-35° S21 = 3.4∠51.58° Reverse Reflection S22 = 0.48∠141.80° S22 = 0.43∠-141.28° IV. INPUT-OUTPUT MATCHING NETWORKS Fig. 6 Transmission line diagram of open circuit single shunt stub matching network to match the impedances Z0 to ZL [1]A. IMN DESIGN AND RESULTS Input Matching Network (IMN) for
therelease of the Framework for P-12 Engineering Learning (FPEL) developed in partnership withthe American Society for Engineering Education (ASEE & AE3, 2020) provide differentapproaches to the inclusion of engineering in K-12 settings. In order to provide more clarity onthe learning goals for engineering education, this paper uses a directed content analysis design toidentify the alignment of research and practitioner articles to the learning goals promoted in theNGSS (2013) and FPEL (2020). With a focus on formal middle school classrooms in the UnitedStates, this study addresses the following research questions: 1) What are the trends in articlesbeing published?; 2) How are the FPEL learning goals reflected in the literature?; 3) How are
selection of portfolio content; the criteria forselection; the criteria for judging merit; and evidence of student self-reflection” [1].Archbald and Newmann [2] and Paulson, Paulson, and Meyer [1] were among the firstproponents of the idea that students should be active developers and assessors of their ownportfolios, and there is general agreement in the assessment community that students musttake the lead in documenting their learning. Towards that end, most portfolio assessmentsystems provide students at minimum with a general outline or “menu” of contents(suggested and/or required entries) and the evaluative criteria that will be applied.The AP ® Studio Art portfolio assessment has served as a critical model in conceptualizinga considerably
teachingtechniques and the knowledge they seek to convey.1.0 IntroductionDesign reviews or critiques are a common pedagogy for helping learners in any disciplinedevelop and demonstrate design expertise (Dym, Agogino, Eris, Frey & Leifer, 2005; Huet,Culley, McMahon & Fortin, 2007; Goldschmidt, 2002), although their structure and content mayvary across disciplines (Adams, 2016a). Many describe the practice of moving from desk todesk explaining what is right and wrong with student work as the “bread and butter” of designtraining (Goldschmidt, Casakin, Avidan & Ronen, 2014) and a central feature of preparingprofessionals as reflective practitioners (Schön, 1993).During design reviews, students receive feedback on their design decisions and guidance
teaching styles tend to rely on thedissemination of fundamental concepts in a lecture-style format with limited learner stimulation,active and experiential learning approaches prioritize both learner engagement and reflectionthroughout and often include lesson contextualization [9], [10].Although sometimes used synonymously, active learning and experiential learning are twoseparate pillars in modern education. The most widely accepted and cited definition of activelearning is provided by Bonwell and Eison in 1991 as: “Involving students in doing things andthinking about what they are doing [6].” Millis further elaborates on this definition and adds thatit often involves reflection and doing or taking action, and often uses cooperative
engineering itself. As such, K-12 engineering educationshould emphasize this interdisciplinary nature. Finally, engineering thinking involves critical andcreative problem solving and using informed judgment to make decisions. Moreover, learners inengineering education should be independent and reflective thinkers capable of seeking out newknowledge and learning from failure in problem-solving situations. These common pedagogical features present in both frameworks are sufficientlydocumented in the literature to improve student cognitive outcomes. For instance, English andcolleagues [21] and Li and colleagues [22] emphasize the benefits of integrative approaches toSTEM education, particularly when engineering content is present in the lesson
Persona External design Course design team Course design team creator consultant (cross-disciplinary) (mostly ECE) Persona Design observations First- and second-hand First- and second-hand background and ethnography observations from observations from course personnel, course instructors, written reflections and written reflections and feedback, surveys, feedback, assignments, assignments design observations Other analysis
; KDNuggets, 2015; Koschinsky, 2015; McGregor & Banifatemi,2018; Spanache, 2020; Syngenta & AI for Good Foundation, 2017; Vieweg, 2021). The maingoal of the proposed toolkit is to create a broad and accessible framework that can be used byresearchers who do work in the fields of applied data sciences. This toolkit is intended to serve asa planning, evaluation, and reflection guide for research teams who leverage data sciencesmethods and tools in their work. Developed by the ESJ group, the toolkit provides guidance onthe development of data science research projects that moves toward more ethically and sociallyjust processes and outcomes, while generating new knowledge, opportunities, and ideas for thefield at large (Brown & Mecklenburg