Concept Presentation 10 6 Final Design Presentation 15 10 Final Design Report 15 11 Individual Design Debate 5 0 Reflective Essay No.1 10 5 Reflective Essay No. 2 10 11Data Collection MethodsDEFT is a web-based system that facilitates frequent student reporting of their
to improve such courses incrementally. In our course AME4163 –Principles of Engineering Design, a senior-level engineering DBT course, we haveincorporated David Kolb’s experiential learning construct into the fabric of courseactivities, assignments, and structured exercises. We now seek to additionallyleverage Piaget’s cognitive constructivism and Vygotsky’s sociocultural theoryinto structured learning exercises. One such exercise is the ‘Learning Statement,’(LS) a reflective exercise in which students directly translate experience intolearning and articulate expected future value from that learning. In employing theLS as an instrument for a formative assessment, we attempt to identify the students’Zones of Proximal Development (ZPD
work.In this paper, we focus on the weekly surveys: participants received two separate surveys eachweek: a short quantitative perceived preparedness survey sent each Tuesday via Qualtrics and ashort qualitative reflection survey sent each Thursday via email. Participants received $6.25 foreach completed survey, paid in 4-week increments (i.e. up to $50 for each 4-week set of surveys- up to $150 total).The quantitative survey was informed by Experience Sampling Methodologies (ESM), in whichthe purpose of the instrument is to capture experiences as they happen in real time forparticipants [28-30]. The survey asked participants to identify activities in which they hadparticipated within the past week. The list of possible activities was constructed
which the university will: become an anchorinstitution, demonstrate engaged scholarship, practice changemaking, advance access andinclusion, demonstrate care for our common home, and integrate our liberal arts education.In addition, the University Core curriculum recently underwent an overhaul with a new CoreCurriculum in place in Fall 2017. One significant outcome of the new Core reflects theUniversity’s commitment to Diversity, Inclusion and Social Justice (DISJ). Whereas studentspreviously were required to take a single Diversity course, the new Core requires students to taketwo Diversity, Inclusion, and Social Justice (DISJ) courses recognizing a developmental modelof achieving these outcomes. In addition, the DISJ designation is now based
emphasized creative thinking or doing. Hence, the primary contribution of this paperinvolves the development and testing of the instrumentation for evaluation purposes. In contrast,the pedagogical underpinnings of the Engineering Technology and Arts (ETA) curricula, ofwhich this course is a part, are described in Tovar et al. [8]. To help interpret the validity of thequantitative findings [9], potential causes of changes on survey constructs are considered in lightof observational data, focus groups, and reflections by the instructors on course implementation.1.2 Design of Complex and Origami StructuresThis course was developed as part of the Engineering, Technology, and Arts (ETA) track in themechanical engineering department at an urban research
recent alumnus who has a vision impairment. Reflections: After completing the low vision simulation, students were asked to write a reflection of their experience in the course online discussion forum. Participants were asked to post a response to the prompt below and also post two replies to their classmate’s posts. “Describe your experience today wearing the low vision simulation goggles/ blindfolds. What did you learn about living with a vision impairment? Did this activity help you break any misconceptions that you held in the past?” The qualitative analysis of their primary
visualizations of teams’ design process across several metrics.More specifically, actions were clustered into three categories: construction, optimization, andnumerical analysis. Design teams’ actions were further contextualized in terms their designtimeline and the sites they explored.Results from design team analytics have implications not only for teams’ design process, butmay be re-deployed as reflection tools for students’ or progress indicators for teachers or designmentors.In the next section the paper reviews research in learning analytics and visualization for dataanalysis. Following this, the context of the study and design challenge are outlined. Energy3D isdiscussed briefly before reviewing the data collected and participants for the study
have similarities, components exemplified in one model, may be excluded inanother (Flowers, 2010; Reeve, 2016). Other recent findings demonstrated that these engineeringdesign processes, may not be an accurate reflection of the practices used in industry andtechnical fields (Reeve, 2016). Accordingly, we investigated the perceptions of students,instructors, and practicing engineers through the assessment of a collection of student work froma first-year engineering course.Research Questions To investigate the potential similarities and differences in the values related to engineeringdesign between students, instructors, and practicing engineers the following questions guided ourstudy: RQ1: What correlation, if any exists, between the
process, such as including adding a sixth session, were made by the entire group.Throughout the design sessions, all participants offered their insights into everyday practices andco-constructed knowledge relationally and through open dialogue, thus contributing to aparticipatory research and design approach [22, 23]. Within small, large, and “mixed” groupformats, and with an awareness of their relative positions of authority in the School, theparticipants worked together on identifying underlying issues in diversity and inclusion inprofessional formation of engineers and collaborated to create prototype solutions.In design session 1, participants mapped their own professional journey, while reflecting onmoments in childhood, teenage, college
their appInquiry properly accomplish it. through surveys. A project having a real-world impact A class partnering with a local non-profitAuthenticity that creates a context beyond the to develop apps to help organizer their classroom. volunteers A project that allows students to A class in which students pitch app ideasStudent Voice have obtain ownership by giving to their professor and develop them forand Choice them judgement on the solution they the final project. wish to implement. Having students informally and Having students writing blog posts onReflection formally reflect on what, how
8.4% 7.4% 8 6 4.8% 4.4% 4 2.3% 2 0.1% 0Figure 2. Percentage by major of COE undergraduate students (N = 3804) in fall 2017Course FormatCommunication and engineering design concepts were delivered through lecture in an interactivediscussion format followed by in-class activities. Students were expected to attend lecture and toparticipate in exploration of these concepts through regularly scheduled in-class discussion,practice and reflection assignments. For example, the concept of “design problem statement” wasinitially introduced by
other capstoneprograms [8].In the 2016-2017 season, selected topics from The 7 Habits were introduced in two JuniorDesign lectures prior to team formation and reinforced by instructor throughout the course.These included proactivity and using the "circle of influence" as a specific tool to promoteadaptability; building trust by making "deposits" in the "Emotional Bank account"; thinkingabout desired outcomes (and requirements) through each step of the capstone program, i.e., to"Begin with the End in Mind"; and the importance of self-management as a prerequisite formanaging others [6]. In 2017-2018, short writing assignments were added to encourage studentsto reflect on the relevance of these concepts to their work as an engineering
had been exposed to functional modeling through the engineeringprogram. To ensure inter-rater agreement, small samples of student responses for both the hairdryer and the car radiator were scored, and those scores were evaluated by a third seniorundergraduate researcher, who identified items where the two raters disagreed consistently.Group discussion was used to facilitate communication about points of disagreement and updatethe scoring rubric accordingly.For the composite scores, Cohen’s Kappa was used to evaluate inter-rater agreement. The hairdryer composite scores had a κ = 0.685 (95% CI, 0.584 to 0.786) and the car radiator had a κ =0.670 (95% CI, 0.582 to 0.773). Both of these reflect substantial agreement according to thedescriptors
the freshman engineering course. The quantitative portion of this study focuses onthese students and how their involvement levels changed after completing the course.Study Two: Three-Series Interviews. Through purposive and snowball sampling, six females,all university makerspace users, participated in a three-series phenomenologically based interviewprocess; future work will interview men. Through the three interviews, the participants are askedto: 1) relay their experiences with making prior to becoming involved in the makerspace, 2)describe their current making and makerspace experiences, and 3) reflect on their making andmakerspace experiences. The interviews are each approximately ninety minutes in length basedon the recommended length
activities focused on thedesign of load bearing components set in a laboratory environment with team-based learning.The design process is guided by the concept of a design vector consists of design parameters.The topics covered in the activities are placed in an order which reflect the growth andcomplexity of the design vector. The three main mechanical loads that are studied are tension,compression, and shear, each increasing the design vector complexity in their respective order.The theoretical behavior and equations are introduced and presented in the beginning of anactivity; this is done to reinforce the concurrent co-requisite or refresh the prerequisite mechanicsof materials course. The activities aim to decompose the equations into the
societies and industries, especially in the high-tech industries. The evolution of modern technologies (mobile devices, Internet of Things, cloudcomputing, etc.) keeps bringing in challenges in system engineering education. Hands-onpractices may not be sufficient enough to educate engineering students to face the unknownand fast-paced competitions. Imagination should also be considered as one of the keycapabilities for the students to develop in system engineering education. Reflecting on thechanges of technologies, Taiwan governmental authorities (e.g., Ministry of Education, MOEand Ministry of Science and Technology, MOST) financially support some projects to addressdemands, challenges, and trends of the new educational technologies
personalized feedback. 5)Reflection allows students to think about how their pre-existing ideas about a topic have evolvedand expanded through completing the learning block. In this study, we examined the impact ofthe “Idea Generation” and “Concept Development” learning blocks. Each learning block takesapproximately 6 hours to complete and is built on pedagogical best practices that combines self-study with remote feedback [29]. It focuses on a student-centered teaching approach developedaround the constructivist learning theory [30], which allows content sharing online without timeand location limitations [31]. The learning blocks are built around the best practices in teachingand learning to promote active engagement, which is essential for success
14/15 ME 2/6 4/7(A) Prototyping tool usage: Department-specific tool use in EE projects increasedsignificantly from before-PIDS at 5.7 (SD 2.5) to after-PIDS at 9.6 (SD 2.6); t(9) = 3.63, p =0.003 (Figure 1). Department-specific tool use among ME projects experienced a small, butsignificant increase from 6.8 (SD 2.0) to 8.9, (SD 2.1); t(17) = 2.45, p = .012 (Figure 1). Figure 1. Tool usage among department-specific projects.Within EE, the increase in tool use reflects an increase in both the number of tools used by eachteam and the proficiency of tool use. All tools were used by a larger percentage of teams after thedesign studio; the largest gains were made among
. However, students’ exposure to intuitive reasoning, which plays a role in all decision-making, is limited during their undergraduate engineering formation. In an effort to generate abaseline for how we can operationalize intuition in the context of engineering education, thepurpose of our current research was to synthesize characterizations and portrayals of intuitivereasoning. We focused on literature from the field of management because intuition isconsidered in the context of complex, strategic decisions, which are reflective of the designdecisions central to engineering. The specific research questions addressed in this study are 1)how does extant management literature characterize intuition?, and 2) how does extantmanagement literature
at Duke University than they were about being successful inthe engineering industry after graduation. As was reflected in the open-ended responses fromSurvey 1 and Survey 3, participants in the focus group also listed math as their most difficultSTEM course. As far as their opinions on the Engineering Design and Communication course,students had a positive experience to date in the class. They appreciated learning a quantitativeapproach to choosing a design solution as well as the unique opportunities the course providedwhich they might not find elsewhere at Duke. Students elaborated on learning the engineeringdesign process, saying the process is different than expected as it took much more time than theythought would be necessary for