-related skills,and enables them to become more self-aware/mature independent thinkers. While many studentsengage in experiential learning activities voluntarily, some schools have formalized a creditedversion as an elective to ensure the learning includes the reflective and conceptual components,as verified by a deliverable outcome. A few schools such as Messiah College have also gone astep further to require an approved experiential learning activity of all students, includingengineering majors, to enhance their career preparation and community engagement beforegraduation. Students matriculating to Messiah College as of 2015 may now opt to fulfill theExperiential Learning Initiative (ELI) by either credited internship, practicum, service
training concurrent with the first term that they teach.Since the seminar occurs during their teaching activity it is based on reflection in action andreflection on action. While this work has helped align GTAs and LAs to our intent in studiopractices, this work is complex and we are seeking ways to further develop this knowledge andskill.PLC Work Around Inclusive Teaming. During the 2017-18 academic year, School facultymembers (all of whom will have completed the DPD Academy), will come together in aProfessional Learning Community (PLC). PLCs are collegial groups that provide teachers acrossdisciplines facilitated opportunities for extensive inquiry-based faculty development around afocal point. This group’s focal point will be the design of
notion of ‘the public’.Application of Nursing Theory to Engineering Education Emphasizing Two CoursesTo explore the apparent disconnect among the ‘practice’ of engineering and the ‘practice’or nursing as reflected in the professional codes focused upon ‘every person’ ascompared to ‘the public’ for nursing and engineering, respectively, Nightingale’senvironmental theory was used as a starting point for interdisciplinary discussion amongengineering students and nursing students who participated side-by-side in a series ofeducational offerings over a period of approximately ten years. As described in Table 1,six seminal events – including instruction in two separate courses – over a period ofapproximately one decade were instrumental in the
full study includes quantitative and qualitative assessmentsin the form of surveys, focus groups with students, and evaluation of student work (lab reports ororal presentations) for quality and content by two external reviewers. Student learning styles(active/reflective, sensing/intuitive, visual/verbal and sequential/global) were also assessed usingthe Index of Learning Styles Survey (ILSS) by Felder and Solomon. Data was collected at threedifferent institutions: a public, land-grant minority serving institution, a private minority servingliberal arts college for women, and a private, predominantly white liberal arts college. A controlgroup of students experienced a traditional laboratory or seminar and an intervention groupexperienced case
defining sustainability or answering objective questions (e.g., multiple choice).Assessments of design skills capture higher-order cognitive processes which may require bothconceptual and procedural knowledge; for example, students applying sustainable design to theircapstone projects. Assessments of beliefs, attitudes, or interests reflect self-knowledge and aremore indicative of motivation to perform sustainable design or act sustainably, rather than ademonstrated ability to do so.Accordingly, the research questions guiding this review were:1. What tools are available for assessing students’ (a) conceptual knowledge, (b) design skills or application of knowledge, and/or (c) beliefs/attitudes/interests related to sustainability?2. Which fields
along threedimensions: Process, Project, and Reflection.With regard to the process we anticipate students will be able to: ● Describe the “lens” of one’s disciplinary framework ● Find, read, and incorporate information from across multiple disciplines ● Communicate one’s perspective and decision-making process to colleagues from other disciplinesWith regard to the project we anticipate students will be able to: ● Design and build a quadcopter using open source technology ● Plan and implement projects in an interdisciplinary team environmentWith regard to the reflection component of the course, we anticipate students will be able to: ● Articulate in verbal and written form the importance of interdisciplinary teams ● Identify
level students as they graduate. To supporttransitions between quarters or semesters, students maintain rigorous documentation of theirefforts, typically in the form of VIP notebooks or institution-approved electronic portfolios. VIPprograms also involve peer evaluations, reflecting the team-based nature of the course. GeorgiaTech has developed a web-based peer evaluation tailored to VIP, which will soon be piloted witha handful of consortium members.Cost EffectiveAlthough VIP projects are not limited by quarters or semesters, the VIP program is curricular,with all students participating for a letter grade. This differentiates VIP from paid researchexperiences, as students do not receive stipends or hourly wages. This makes the program cost
, misunderstandings were common because of differences in their disciplinary languages,tools, physical models, and skill sets, and also in terms of mental models of other disciplines andstereotyping. Reflecting on this experience, we have been able to develop procedures and toolsthat have reduced some of the uncertainty and friction. One example of a tool is a semantic webtool to help team members to get informed about each other’s roles and disciplines (Donate et al.2015).Current Course Offering:Thirty three engineering students from computer engineering, computer science, and electricalengineering enrolled in this elective course on app development. They were recruited with clearindication that they will be working with students from nursing and arts, and