practices soccer and tennis.Dr. Molly J. Scanlon, Nova Southeastern University Molly J. Scanlon, Ph.D., is an Associate Professor in the Department of Writing and Communication in the College of Arts, Humanities, and Social Sciences (CAHSS) at Nova Southeastern University. She teaches graduate and undergraduate courses in first year experience, composition, writing studies, and visual rhetoric. Research interests include visual rhetoric, identity construction, and experiential learning pedagogy, with publications in Composition Studies, Reflections, and ImageText; and presentations at Frontiers in Education, Conference on College Composition and Communication, National Council of Teachers of English, Florida Distance
aninternational branch campus in the Middle East. Over the course of three semesters, a technicaland business writing course was redesigned by integrating prototyping, collaboration, andentrepreneurship skills.Drawing upon survey data, we evaluate the effectiveness of our interdisciplinary, integratedapproach to engineering education. From the perspective of writing and communication, studentsgained a stronger understanding of workplace audiences and expectations. Additionally, theexperiential learning focus in the course engaged students in deeper reflective practices in bothwriting and engineering.We conclude with recommendations for others redesigning courses and curricula for 21st centuryliteracies and global entrepreneurship. We also examine future
, and reflection. This process of building episodic1 Departments in the College of Engineering and Computer Science include biomedical and chemical engineering,civil and environmental engineering, electrical engineering and computer science, and mechanical and aerospaceengineering.memory (consciously remembered experiences from memory) helps form a continuity in thelearning process [28], [29]. The students were able to experience feelings of their own and of thestakeholders and end users they encountered during class and the data collection field trips. Thestudents’ reflections focused their learning on what worked and didn't work in terms of their datacollection tools, data collection methodology, and how they functioned as a team after their
academia (professor,postdoc, research support, etc.) 6Research in industry 10Table 1. Career objectives of respondents (n=14).More than one choice allowed per respondent.Most responding lab members aspire to work in industry either in research or non-researchpositions, while few aim at becoming professors. This inclination may be a reflection of thestrong collaboration and co-op environment present in both our school and in this lab, whichworks closely with industrial partners on research problems with concrete applications.3.2 Setting up the SC-CoPThis pilot project was our first collaboration with an entire research group, and we decided to usean organic management style for its execution: we did not impose a hard
of collaborative lessons, focus on student reflection, importance of intrinsicmotivation).(Jonassen ,1991). However, any learning pedagogy has its limitations. For example, Problem-basedlearning(PBL) has been criticized as a curriculum that is often poorly designed and implemented, and apedagogy that lacks objective-aligned assessment methods (Boud & Feletti, 1997). Other research found,without proper scaffolding, consistent feedback, or context, students in PBL classrooms have shown lessprogress than students in traditional classrooms ( Savery, 2006,Norman & Schmidt, 1992;). Most supporters ofdiscovery-based learning acknowledge the main critiques of the pedagogy as fellow: a lack of teacher support,teacher guidance, content focus
remote sensing were initiated by funds from Connectiv Power [7] andNASA [8] at UMES and sustained through support from the University System of Maryland(USM) by way of proposals developed by the primary author. Subsequently, the efforts have beenexpanded and integrated with agricultural automation and remote sensing with support fromNational Institute of Food and Agriculture (NIFA/USDA) and MDSGC/NASA. The currentframework of AIRSPACES project as outlined by the expanded form Autonomous InstrumentedRobotic Sensory Platforms to Advance Creativity and Engage Students not only reflects the earlieriteration of the project title -- with the acronym AIRSPACES2 that combined experiential learningand research efforts titled Aerial Imaging and Remote
internshipfor at least one semester during the 2017-2018 school year. The questionnaire will requestdemographic data, ratings of the internship administration, ratings on work environment, andsuggestions for improvement. For sport coaches/assistant participants, the questionnaire will beused to assess the supervised students’ performance but more effectively used to gather feedbackon the program structure overall.Lessons from Pilot Semester The pilot phase of the internship program ended December 2017. Assessments to capturepost participation viewpoints from interns and supervisors are in development and will besubmitted to the Institutional Review Board (IRB) for review. Still, reflections by Dr. Burch andDr. Young yield several preliminary
Paper ID #23905Exploring How Engineering Internships and Undergraduate Research Expe-riences Inform and Influence College Students’ Career Decisions and FuturePlansKayla Powers, Stanford UniversityDr. Helen L. Chen, Stanford University Helen L. Chen is a research scientist in the Designing Education Lab in the Department of Mechanical Engineering and the Director of ePortfolio Initiatives in the Office of the Registrar at Stanford University. Chen’s current research interests include: 1) engineering and entrepreneurship education; 2) the pedagogy of ePortfolios and reflective practice in higher education; and 3) reimagining
(STEM).Dr. Tamara Ball, University of California, Santa Cruz Dr. Tamara Ball is a project-scientist working with several education and research centers at the Univer- sity of California, Santa Cruz. Her work with the Institute for Science and Engineer Educators focuses on informing efforts to redesign undergraduate STEM education to reflect workplace practice and engage stu- dents in authentic scientific inquiry and problem solving through design. Her work Sustainable Engineer- ing and Ecological Design (SEED) collaborative at has focused on developing programmatic structures to support interdisciplinary and collaborative learning spaces for sustainability studies. She is the program director for Impact Designs