, New York, NY, USA, pp. 281–282. doi:10.1145/2567574.2567602 8. Dillahunt, T., Chen, B., Teasley, S. (2014). Model Thinking: Demographics and Performance of Mooc Students Unable to Afford a Formal Education, in: Proceedings of the First ACM Conference on Learning @ Scale Conference, L@S ’14. ACM, New York, NY, USA, pp. 145–146. doi:10.1145/2556325.2567851 9. Campbell, J., Gibbs, A. L., Najafi, H., & Severinski, C. (2014). A comparison of learner intent and behaviour in live and archived MOOCs. The International Review of Research in Open and Distributed Learning, 15(5). 10. Coffrin, C., Corrin, L., de Barba, P., Kennedy, G. (2014). Visualizing Patterns of Student Engagement and
. Frederick, A. Byars-Winston, A.-B. Hunter and J. Handelsman, "Increasing the Persistence of College Students in STEM," Science, vol. 341, pp. 1455-1456, 27 September 2013.[4] J. G. Cromley, T. Perez, and A. Kaplan, "Undergraduate STEM Achievement and Retention: Cognitive, Motivational, and Institutional Factors and Solutions," Policy Insights from the Behavioral and Brain Sciences, pp. 1-8, 2015.[5] L. Espinosa, "Pipelines and Pathways: Women of Color in Undergraduate STEM Majors and the College Experiences that Contribute to Persistence," Harvard Educational Review, vol. 81, no. 2, pp. 209-241, 2011.[6] E. Seymour, A.-B. Hunter, S. Laursen and T. DeAntoni, "Establishing the Benefits of Research Experiences for Undergraduates in
, but at different levels”. They suggested that when developing a curriculum for aprogram “you come up with the degree program and then that becomes the individual degreecourses”.A synthesis of the findings which emerged from the data analysis has enabled us to propose adefinitional framework for curriculum that is set out below.Proposed curricular definitional frameworkOur proposed curriculum definitional framework includes three principal and separatecomponents: (a) a designed object – the official-curriculum, (b) a process of design fromwhich the official-curriculum, that is the written curriculum, and curriculum-in-use, that isthe implemented curriculum, are outputs, and (c) the notion that official curricula for aprogram and its
the curriculum mapping session and the desired level of cognitive skilldevelopment based on the rubrics was input into the worksheet. Each course coordinator wasthen responsible for: a) defining the course-level learning outcomes; b) the foundational conceptsexpected or needed coming into the course; c) the reflection component that would be includedin the course; d) developmental resources available if a student felt unprepared for the coursebased on the expected foundational concepts coming into the course; e) active learningcomponents including high-impact practices; and f) the means of assessing course-leveloutcomes.There are two additional steps: Step 7, creating implementation and assessment plans; and Step8, implementing the new
course when controlled for course content and instructor? 2. What psychosocial dimensions were most impacted by the flipped pedagogy? 3. What do these results indicate about student motivation in a flipped classroom?One group of students (Group “A”) had just completed the flipped course. The second group (Group “B”)consisted of students who had just completed the same course, but taught in a traditional format. This wasto control for the effect of the course material on student’s motivation and interest. The third group(Group “C”) consisted of students who had just completed a different engineering course taught by thesame instructor in a traditional format. This was to control for a different instructor. The groups wereanalyzed
for GPA by Type HF2F HSOL Sample Size 125 137 Mean 3.3172 3.2306 Standard Deviation 0.3767 0.53170 95% Confidence Intervals (0.3427 0.4206) (0.4810 0.5962) P <0.001Given the difference in variation in course GPAs for the two methods of delivery, a morenuanced view of the grade distributions was desired. The distribution of grades was tested usinga Chi-Square Test for Association (Table 5), using Alpha = 0.05. This test analyzed thedistribution of each grade (A, B, C
information in order to reachvalid conclusions” 1 and is similar to the Accreditation Board for Engineering and Technology(ABET) criteria b. Likewise, problem analysis is defined by the CEAB as the “ability to useappropriate knowledge and skills to identify, formulate, analyze, and solve complex engineeringproblems in order to reach substantiated conclusions”1 and is similar to ABET criteria e. Theresearch team sought to answer the following questions: 1. What are the specific skills/behaviours/attitudes that are important for assessing investigation? 2. What are the specific skills/behaviours/attitudes that are important for assessing problem analysis?This study is part of a larger research project which seeks to develop non-discipline
Learn. 2012:1621-1623.44. Hidi S, Renninger KA, Krapp A. The present state of interest research. In: Renninger KA, Hidi S, Krapp A, eds. The Role of Interest in Learning and Development. Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.; 1992:433-446.45. Vygotsky L, Hanfmann E, Vakar G. Thought and Language. MIT press; 2012:252.46. Schreuders PD, Mannon SE, Rutherford B. Pipeline or personal preference: Women in engineering. Eur J Eng Educ. 2009;34(1):97-112. doi:10.1080/03043790902721488.47. Geisinger BN, Raman DR. Why they leave: Understanding student attrition from engineering majors. Int J Eng Educ. 2013;29(4):914-925.48. Lent RW, Brown SD, Hackett G. Toward a unifying social cognitive theory of career and
= 0.06, p = 0.002), and higherStatics grades (ρ= 0.14, p <0.001) as illustrated in Figure 1b. The SAT/ACT scores werematched using 2009 concordance tables8, and the improved performance in math scores, GPA,and Statics grades could partially explain the large drop in DFW rates6. Interestingly, and a notefor future work, Statics has just begun to implement some aspects of the Freeform environment.(a) (b)Figure 1. Since the inception of Freeform, (a) the DFW rate for Dynamics has decreased, and (b)Static grades have increased.The odds ratios (ORs) as well as the p-values for the coefficient estimates of our full logisticmodel are listed in Table 1. The odds of DFW are defined as the probability of DFW
system development for water purification as well as membrane manufacturing. She is an avid hiker and enjoys spending time with her family in the Boundry Waters Canoe Area of Minnesota.Dr. Alison B. Hoxie, University of Minnesota Duluth Dr. Alison B. Hoxie is an Assistant Professor in the Mechanical and Industrial Engineering Department at the University of Minnesota Duluth. Her education includes a B.A. in Natural Science from the College of Saint Benedict (1999), a B.S.M.E (2001) and a Ph.D. (2007) from the University of Minnesota Twin Cities. She has held positions as a consulting engineering in power and energy sector, and as an Instructor at the University of Utah. Her current research focuses on cost effective
Multiple Identity science, (2) the rules that govern the behavior of an engineer, and (3) the Theory environmental setting of the institution in which one learns to become an engineer. It is this latter factor that we have examined in this study.”Godwin (no specific Identity is composed of students’ perceptions of their performance/competence, Hazari (2010)32,(2013a;b)29; 30 Identity theory) recognition, and interest in a domain. (p. 1) Cass (2011)23, Potvin (2011
DevelopmentBased on the literature review on leadership theories and development, six factors necessary forengineering students’ leadership development were considered for assessing leadership self-efficacy: (a) leadership opportunity, (b) goal setting, (c) team motivation, (d) innovative changes,(e) ethnical action and integrity, and (f) engineering practice. Table 1 describes the definition ofeach construct.Table 1. Six Factors that constitute the Leadership Self-efficacy Scale for Engineering Students Construct Definition (Abbreviation) Leadership Opportunity Students’ personal belief in their ability to develop their own (LO) leadership by taking the initiative in a team. Goal Setting
=−∞ Fs () F ()/Ts … … -S -B B S Figure 10 – Scaled frequency spectrum of a continuous signal (solid line) and the frequency spectrum, Fs (), of its sampled version.Under these conditions, it should be clear that in order to reconstruct/retrieve the continuous signalfrom the corresponding discrete/sampled signal, the sampling frequency, S, needs to be at leasttwice as large as the largest frequency, B, of the (frequency spectrum of the) continuous signal.Otherwise, overlap may occur between the
Earthquake game regarding (a) students’ cognitive abilities and (b) students’ fundamental earthquake engineering content knowledge? (2) To what magnitude does the evidence support the two knowledge claims?We developed these questions to provide inference into the educational efficacy of Earthquakeand into GBL research methodology. These questions specifically targeted the fifth and finalR&D phase, Evaluate, of Dick, Carey, and Carey’s model for instruction development.37Answering the two research questions above will conclude our R&D process, thus addressing thepurpose of this paper.5. Overview of literature on game-based learningEducational gaming is a rapidly evolving field of increasing attention.34 While many membersof the
grades, a small but significant proportion, when considering the multiplicity ofvariables that affect course performance, ∆R2 = .06, F(1, 110) = 7.35, p = .008.Table 2Results from Linear Regression Model to Predict Exam Average (N = 113) B S.E. β t Sig 95% CI (unstandardized) (standardized) ACT-M .005 .006 .085 0.92 .360 [-.006, .017] Belonging Uncertainty -.036 .013 -0.25 -2.71 .008* [-.062, -.010]Notes. CI = confidence interval*p < .05 These results indicate that students’ insecurities about belonging in college negativelyimpact course
meaning-making lens. Such a perspective of reflection helps align multiple bodies of literature around the topic.In light of our four cases, we explore two questions that were central to our collaborative inquiry: 1. What common strategies did we use and what common challenges did we face? This question is motivated by the assumption that features common to our cases suggest what may be relevant to future work of this variety. 2. What implications do our cases suggest for: a) individual researchers interested in trying to do this type of work, b) researchers wondering if this type of work is relevant to their topic, and c) a community trying to decide if and how to value this type of work?By sharing our
Miles, M. B. & Huberman, A. M. Qualitative data analysis: An expanded sourcebook. (Sage, 1994).
1 Strongly Disagree 2 Disagree 3 Neutral 4 Agree 5 Strongly Agree Table 2. Survey Prompts Prompt Prompt Description A I enjoy the “Fluids Friday” sessions B I find the “Fluids Friday” sessions to be distracting to my learning C I would like the “Fluids Friday” sessions to continue D I wish more courses had things like “Fluids Friday” to help maintain my interest E I am more likely to attend a Friday
) Administrator dashboard view: Those given an Admin role can view and edit flight plantemplates for any major and also have all the same functionality as Advisors.Fig. 3) Flight plan templates are created for each major degree program. Revisions can be madeat any time by a GEFP administrator. Department advisors must agree on an annual currenttemplate for each major.Fig. 4) Students mark off milestones as they are completed. They can also click on any of themany hypertext links and will be directed to a relevant page that might provide instructions onhow to carry out the milestone or event registration details. (a) (b)Fig. 5) (a) An advisor might provide a helpful comment on a
a twenty-item engineering attitude sub-scale and a nine-item job-interest subscale with nine items along three interest dimensions: (a) Invent (jobs and activities that involve inventing and building/designing cars and buildings); (b) Help (jobs and activities that involve helping people and the environment; and (c) Figure Things Out (jobs and activities that involve figuring out how things work). Questions about engineering career attitudes included items such as, "I would enjoy being an engineer when I grow up" and "Engineers help make people's lives better".Modified Draw-a-Scientist Test (mDAST). While the DAST and DAET drew from relativelysimple “draw a scientist” or “draw an
simulated a one-dimensionalrandom walk.Data Collection Two main sources of data collection are considered for this study. The first source is theset of in-code comments students wrote as self-explanation of the worked-example. Two samplecommented codes submitted by the students are depicted in Figure 1. Note that the differences inthese two students’ approach to self-explaining are not limited to the extension of the comments.While student A did not describe the purpose of the function and each of the parameters, studentB did. Also, student A described the code in terms of the data structures (e.g. matrix, vector) andoperations between them, while student B consistently used science concepts (e.g. “…the overallvelocity to decrease if the
their instructors accordingly.AcknowledgementThis material is based upon work supported by the National Science Foundation underGrant No. EEC-1519412 and the Revolutionizing Engineering Departments (RED)program. Any opinions, findings, and conclusions or recommendations expressed in thismaterial are those of the authors and do not necessarily reflect the views of the NationalScience Foundation.References[1] T. A. Litzinger, S. H. Lee, J. C. Wise, and R. M. Felder, “A Psychometric Study of the Index of Learning Styles,” J. Eng. Educ., vol. 96, no. 4, pp. 309–319, 2007.[2] S. D. Gosling, P. J. Rentfrow, and W. B. Swann, “A very brief measure of the Big-Five personality domains,” J. Res. Pers., vol. 37, no. 6, pp. 504–528, Dec. 2003
Paper ID #16265Noticing, Assessing, and Responding to Students’ Engineering: Exploring aResponsive Teaching Approach to Engineering DesignKristen Bethke Wendell, Tufts University Kristen Wendell is Assistant Professor of Mechanical Engineering and Adjunct Assistant Professor at Tufts University, where she is also a Faculty Fellow at the Center for Engineering Education and Outreach.Jessica Watkins, Tufts UniversityDr. Aaron W. Johnson, Tufts Center for Engineering Education and Outreach Aaron W. Johnson is a postdoctoral research associate at the Tufts University Center for Engineering Education and Outreach. He received his
learning curriculum: From an activity theory perspective. International Journal of Engineering Education, 29(1). 5. Ferrari, A., Cachia, R., & Punie, Y. (2009). Innovation and creativity in education and training in the EU member states: Fostering creative learning and supporting innovative teaching. JRC Technical Note, 52374. 6. Bowden, J. A., & Green, P. (2005). Doing developmental phenomenography. Melbourne, Australia: RMIT Press. 7. Marton, F., & Booth, S. A. (1997). Learning and awareness. Psychology Press. 8. Zoltowski, C. B., Oakes, W. C., & Cardella, M. E. (2012). Students' Ways of Experiencing Human‐Centered Design. Journal of Engineering Education,101(1), 28-59. 9. Mann, L
organizational change in response to postsecondary education improvementinterventions? We identify the need for a multi-theoretical research model that allows us to morerigorously describe the potential for organizational change at the start of an educational changeintervention in higher education and to document change over time. To accomplish the first purpose, weset the stage by describing characteristics of educational change interventions targeting formalpostsecondary education organizations. Next, we detail findings from a targeted literature reviewconcerning: (a) the nature of formal postsecondary education organizations upon which we grounded ourontological perspective of these organizations, and (b) literature on organizational change that
learning management system in an unedited format. The intention wasto provide a simple “facsimile” of the lecture for students to use in-lieu of attending the lectures,or as a review of the lecture. It should be noted that the videos were not intended to replace thein-class lectures, but rather, to provide an additional resource for students to support theirlearning.3.2 The classroom surveyThe method used to determine if the supplemental video lectures enhanced student performanceinvolved administering a very simple survey – in the form of a single question – at the end ofeach quiz: Which of the following best describes how you prepared for this quiz? a) I prepared primarily using class lectures. b) I prepared
sustainability analysis in electronics lecture courses. ASEE 2011 Conference Proceedings,Vancouver, British Columbia. 10. Leiserowitz, A. A., Kates, R. W., Parris, T. M. (2006). Sustainability values, attitudes, and behaviors: A review of multinational and global trends. Annual Review of Environment and Resources, 31, 413-44. 11. Kates, R. W., Parris, T. M., Leiserowitz, A. A. (2005). What is sustainable development? Goals, indicators, values, and practice. Environment: Science and Policy for Sustainable Development, 47(3), 8-21. 12. Smith, M. B., & Laurie, N. (2011). International volunteering and development: Global citizenship and neoliberal professionalisation today. Transactions of the Institute of British
meetings in capstone design courses: Encouraging peer review and cooperative learning," in Proceedings of the 2014 Capstone Conference, Columbus, Ohio, 2014.17. A. Hurst and O. G. Nespoli, "Peer review in capstone design courses: An implementation using progress update meetings," International Journal of Engineering Education, vol. 31, no. 6(B), pp. 1799-1809, 2015.18. A. Hurst and O. G. Nespoli, "Student perceptions of value of peer and instructor feedback in capstone design review meetings," in Proceedings of the 2016 Capstone Conference, Columbus, Ohio, 2016 [to appear].19. J. Corbin and A. Strauss, Basics of Qualitative Research: Techniques and Procedures for developing grounded theory, 3rd ed., Sage Publications, 2008.20. D. H
important. View all tasks as relevant to helping them define their future. Rely purely on the intrinsic enjoyment of learning.Appendix B: Items Included in the Survey Factor Item N1 There are multiple careers that I can imagine being rewarding. N2 I am considering multiple careers only as a backup plan. N3 I am considering multiple careers. Number N4 There is only one career I can imagine that I would find rewarding. N5 Although there is only one career I really want, I have at least one back up plan. N6 I am actively looking into different careers. D1 I am unsure what I want
and individual and interactive engagement? a. What is the engagement profile related to active learning? What are the strengths and directions of the relationships between active learning and different forms of engagement? b. What is the engagement profile related to interactive learning? What are the strengths and directions of the relationships between inactive learning and different forms of engagement? MethodProcedures and ParticipantsParticipants were undergraduate engineering students from two participating researchuniversities. Student were enrolled in engineering science courses focused on energy. Examplecourses include fluid mechanics, thermodynamics, heat