instructors can enhance the module for future offerings.Findings from the module's implementation demonstrate increased knowledge and understandingof the impacts of COVID-19 on different transportation systems from various stakeholderperspectives. SMU students' mean scores showed high post-evaluation scores, and NMTstudents’ scores increased from pre to post evaluation. Additionally, the reflective writingassignment revealed students' awareness of various issues, including operational and economicimpacts on operators and users. This paper offers contributions to our engineering community byfocusing on lessons learned from the COVID-19 experience while providing recommendationsfor improving this co-create module.Keywords: COVID-19, Infrastructure
, 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
4 knowledge task Relevance Applying theoretical knowledge 4 Self-control and self- Encouraging students to reflect on their learning 4 reflection and behavior Epistemological Teaching students to identify complexity and 3 understanding uncertainty related to domain-specific knowledge Teaching for understanding Helping students develop interconnected 7 knowledge and apply to tasks Supporting learning for Understanding what concepts and information is 4 understanding needed to solve
; Leadership – Students collaborate and self-reflect on strengths and weaknesses as leaders and teammates while understanding how sustainability influences decision-making. 4. Deliverables (Written & Oral Reports) – Students write about and present their research, designs, and sustainability analysis (e.g. meaningfully, concisely, scientifically).Although the SIS was originally developed for the SM capstone project requirement, it wasapplied, modified and updated to the Sustainability Components Assessment (SCA) to focus onsustainability research and analysis and communication of sustainability findings. The SCA wasrecently used as a case study within a civil engineering Senior Design capstone course at StevensInstitute of
influence that CIT-Ehas had on him. But we were still left with unanswered questions related to the demographics ofCIT-E and its impact. For example: 1. Who makes up the CIT-E CoP, and how does it reflect the demographics of CEE faculty? 2. To what extent is the model course being used, and by whom? Why? Which lessons are being accessed the most? 3. What skills have faculty members gained from their association with CIT-E, and has it made a meaningful impact on faculty professional networks? 4. What else do faculty members want out of CIT-E, and what are the next steps for CIT-E as a CoP? 5. Which aspects of the CIT-E CoP reflect the characteristics of a CoP as found in the literature?Finding answers to these questions
multiplecourses in different ways, including class discussions, team projects, problem sets, and writingassignments. These efforts include discussions of how civil engineering projects are linked toinequitable pollution concentrations, lack of access, mass incarceration, and displacement of lowincome communities. We have used readings to investigate the social cost of not consideringsocial justice in investment decisions and have engaged in design and build projects to contributeto the revitalization of historically-underserved communities. To reflect the diversity that weseek to encourage, we have placed particular emphasis on assigning readings from scholars whoare Black, Indigneous, People of Color (BIPOC). This is especially important given
University, San Luis Obispo Claire Anovick is a fourth-year civil engineering undergraduate at the [Institution] with interests in geotechnical engineering and geology. She currently serves as the co-founder of the SBSC, an organiza- tion comprised of civil and environmental students engaged in critical reflection on justice in engineering initiatives within engineering academia. Additionally, Claire serves as President of Cal Poly CalGeo and as a geotechnical engineering research assistant, developing course modules infusing social justice, sus- tainability, and equity within geotechnical engineering curricula. She is involved in the community as an intern at Earth Systems Pacific and as an amateur runner and rock
. The middle survey was focused on student reactions toward the newmaterials we prepared to accommodate the student-centered learning model. The final surveywas focused on student perceptions about how much they know and reflection of their ownapproach to learning.3.1. Cognitive outcomesIn this section, we summarize cognitive assessment by reviewing formative and summativeassessment grades. As we shifted to student-centered learning, we were wondering if this willhave an effect on student performance. In the following, when available, we use data fromprevious semesters for comparison. Because instructors used slightly differentiated classmanagement and surveys, we present outcomes for each course separately.3.1.1. SEE courseIn Figure 3, the
. Frequent stretch breaks, screen breaks, anda one-time 3-minute transition break were used during online meetings. In addition to this,students had opportunities to reflect on their efforts and performance in class using self-reflection surveys (after two midterm exams). Smaller student tutor sessions were provided forunder-performing students based on their choices. Table 1. UD Principles and Implementation in Statics UD Principles Implementation in Statics Course Equitable Use ▪ Course website on Blackboard is pre-designed to be accessible to everyone ▪ Digital textbook is adopted for text-to-speech functionality