facilitation of activities (before and while visiting K-12 students), writing skills used when preparing an outreach activity proposal (to includespecific instructions on how to adapt it to fit the needs of the community partners) and withwritten reflections of the experiences from the visits to the K-12 classrooms. The schedule of thecourse included four to six visits to the K-12 selected schools to nurture the development of atrusting learning environment. The EGR 299 S course was also a creative way to engage andimprove retention of CPP engineering students.E-Girl eventIn 2013, when funding was obtained to develop the “Hispanics in Engineering” program, the E-Girl event was created by two CPP female engineering students (Hadasa Reyes, a
-making difficulties as foundational support (1996). In regards to theassessment tool itself, some items on the CDS have multiple descriptors and statements within asingle item, which can affect their relatability and the accuracy of students’ responses. Forexample, Item 7 states, “Until now, I haven’t given much thought to choosing a career. I feel lostwhen I think about it because I haven’t had many experiences in making decisions on my ownand I don’t have enough information to make a career decision right now”. Students maystrongly agree with the first part but disagree with the statement in its entirety, which wouldmake it difficult to gauge how closely the statement reflects his or her feelings. Slaney agreesthat the multi-component nature
, anddid not allow students a chance to feel they were working on something “real”.The 2016 implementation modified the course in several ways. The list of topics covered wasaltered to reflect those topics most directly relevant to the evaporator. Most notably, transientconduction, analogous mass transfer, and computational methods were dropped, and boiling wasadded. Other topics were expanded (convection) or de-emphasized compared to the 2015 course.Initially, it was anticipated that the format of the course would move away from lecture and moretowards directed analysis of the evaporator. However the course ended up enrolling a singlestudent*, who expressed a strong preference for lecture-style class meetings. Out of respect forthis preference
will have to cultivate if they are interested in creating a TAP of their own. Our hope isthat TAP will be a pilot for other programs that address this need across the country.AcknowledgmentsThis work is currently supported by the Battelle Engineering, Technology, and Human Affairs(BETHA) Endowment and an Impact Grant from The Ohio State University Office of Outreachand Engagement, a program supporting innovative and scholarly engagement programs thatleverage academic excellence of The Ohio State University in mutually beneficial ways withexternal partners. Any opinions, findings, and conclusions or recommendations expressed in thismaterial are those of the author(s) and do not necessarily reflect the views of the BETHAEndowment or the Office
, implement integrated water resources management at all levels, including through transboundary cooperation as appropriate 6.6 By 2020, protect and restore water‐related ecosystems, including mountains, forests, wetlands, rivers, aquifers and lakes The next section begins by explaining the theory of change underlying the USPCSAW project and guiding its activities. It then introduces the project components and describes their alignment with the Water SDG targets. The subsequent section presents the multi‐level assessment approach and results. The final section discusses the challenges and successes of the USPCASW project with particular reflection on the benefits of having a
, across their entire life span; (2) A great deal of science learning takes place outside school in informal environments, including everyday activity, designed spaces (such as museums), and programs (such as our museum internships); (3) Learning science in informal environments involves developing science related attitudes, emotions, and identities. Informal environments can be particularly important in this endeavor (The exhibit chosen for app development is of interest to the team); (4) Learning experiences are shaped by their cultural-historical backgrounds. This reflects a diversity of perspectives that should be recognized in designing science learning experiences (The exhibit’s content has a personal connection); (5
and abandoned properties, and building on a sense of pride of place among the residents. Two undergraduate anthropology students studied, ethnographically, the interactions of the interns (e.g. Bernard 2011). They spent all 10 weeks observing the interns’ daily activities, participating in group events, conducting interviews, and analyzing interns’ periodic reflections. Two anthropology faculty met regularly with them. This paper principally relies on their anthropological analysis. This paper highlights some of the successes and challenges involved when the number of
hands-oninstruction to students on a variety of topics. Each week the program followed a similar pattern,involving a warm-up discussion about a professional from a STEM field, a thematic mainactivity, and a closing portion that encouraged review and reflection. At select points in theprogram, a field trip was incorporated that allowed students to visit university labs, sciencemuseums, or engineering open houses.SEBA Project OutcomesOver the course of the project multiple measures were used to assess student attitudes,engagement, and the overall impact that teaching assistants, parents, and mentors had onstudents’ perspective of STEM. Feedback about the program design, implementation, content,and outcomes was obtained from school staff, parents
Student C. The findings suggested the community-basedparticipatory research project positively influenced the ECE students’ motivation inprofessional development, skill levels of problem solving, and interpersonalcommunication.Lessons LearnedThe engineering students identified some of the problems faced by children with ASDwho attended a special education school, worked out solutions to implement change,and reflected on the process. The service learning project improved the quality ofprofessional development for several reasons. First, action engagement improved thestudents’ domain knowledge of local work practice through personal involvement.Additionally, personal involvement by the students enhanced their emotionalunderstanding of some