programs offer support with various levels of structure andcollaboration. These programs include: 1.) Peer-Assisted Learning (PAL), which providescollaboration and more structure 2.) drop-in tutoring, which incorporates a more flexibleenvironment with potential for one-on-one support, and 3.) MATHLab, which serves as a middleground between PAL and tutoring. These three programs support primarily freshman andsophomore level courses at our institution. With this participant group in mind, we have designedour programs to address student problem solving and self-direction in order to better equip firstyear students to take ownership over their own learning. Self-directed learning builds students’ability to critically reflect and effectively deepen
De-stressor/ Check-in 8 Finals Preparation, Tackling Academic Reflection on Challenges: Fixed Personal Health vs. Growth Mindset 9 Introduction to Mental Health/ Tackling Major Selection Stress Management Academic Challenges: Fixed vs. Growth
engineering students react to anin-depth growth mindset intervention?In order to address this question, two of the authors formed a Mindset focus group consisting ofeight first-year engineering students. This focus group met five times over the course of asemester to discuss their reading of and reaction to Dweck’s popular 2006 Mindset book.Students’ written reflections captured their reaction to the learning experience, and this data wassubjected to thematic analysis. Significant findings include the use of growth mindset as a toolto reflect and unpack past experiences, especially with respect to their personal experiences, theresulting behavior, and the role of external influences. Growth mindset proved to be a usefullens to reconsider past
Clemson University. Broadly, her research interests include self-directed learning and motivation, learning within communities of prac- tice, the cultural influence on informal and formal learning, and intergenerational learning. Abby currently works as a graduate assistant for the General Engineering Learning Community, which supports freshmen engineering students in building effective learning strategies that are transferable to the workforce, includ- ing collaboration, self-regulation, and reflection. c American Society for Engineering Education, 2018 Work in Progress: Strategic, Translational Retention Initiatives to Promote Engineering SuccessAbstractThis Work in
.” “EduGuide helped me to learn how to concentrate.” “More positive about things and better relationships.” “I learned how to keep encouraging myself and others like my friend especially my family.” “It has helped me personally with relationships with family and friends as well as improvement on my school work.” “It helped me stay on track.” “It helped me to reflect on what I have overcome. It has also motivated me to keep trying and help others along the way.” “(It) helps keep a positive mindset.” “I have been more conscious on what I want to do, on what I do and what I don't do. This has helped me improve in my personal and professional aspects.” “I feel like I have gotten a bit more motivated especially
minimum standard Raise Program Standing in matriculation standards/expectations process Establish std. processes Improve communications Support Course options E102/E102 and E201 Maintain connections E122 Intentional reflection E144/E145 Active advising Proactive intervention Early identification
Wind by William Kamkwamba and Bryan Mealer, about a boy inMalawi who built a windmill to power his community. In 2017, the book selection was TheImmortal Life of Henrietta Lacks by Rebecca Skloot, which focuses on ethics and issues of classand race within science.During the fall semester, students participate in a 1.5-hour discussion session led by two upper-level College of Engineering students. These discussions focus on important themes in the bookand how these relate to engineering and the experiences of a first-year student. The sharedexperience is intended to encourage community-building and promote a sense of belongingamong the students. This discussion also prompts reflection about what it means to be anengineer, including the
. We coded each section (reflection as a community member, as a farmer, as agovernment employee) with the same basic set of codes, adapted where notedCode Description -1 0 1First person Use of first person voice suggests They / passive You / one Iperspective student took up the perspective voice directlyEmotion Expressing emotions, including None One Multiple trust, was prompted by the question (How would you feel); not including specific emotions indicates lesser connection with the point of view.Water use Describes specific uses of
environment in andout of the classroom. By establishing expectations of classroom behavior, students gain a sense ofownership over the classroom environment and feel they are active members of the classroomcommunity rather than passive observers. Instructors involved in this research had implementedthis activity in the past and received feedback through anonymous student evaluations that thisactivity had created an inclusive environment in the classroom. On the first day of class, studentswere asked to individually reflect on their experience being a student and were asked to write downa list of classroom norms that they think is important to achieve a respectful and encouraginglearning environment throughout the quarter. Then the students were asked
this outreach program isa focus on student engagement in the form of community service and service learning.In embarking on service learning in engineering, faculty at Northeastern looked at other hallmarkprograms and research to prepare. Bringle and Harcher define service-learning as “a course-based, credit-bearing, educational experience in which students (a) participate in an organizedservice activity that meets identified community needs and (b) reflect on the service activity insuch a way as to gain further understanding of course content, a broader appreciation of thediscipline , and an enhanced sense of civic responsibility.”[2] There is a section in this work onfirst-year students, where there has been assessment showing significant
middle school through postsecondary projects [3], [4], [5], [6]. The RTOPfocuses on gauging the degree to which learning environments are student-centered in science,engineering, and mathematics. The RTOP consists of 25 items rated on a 0 to 4 scale. Each itemis rated based on the degree to which a lesson is reflective of that item. The possible total scorerange on the RTOP is zero to 100. Example items and discussion of the RTOP constructs areprovided in the Methods section.Complete observation data were available for 26 faculty members who were observed twiceearly during the Fall 2016 semester (pre-observations) and twice late during the Spring 2017semester (post-observations). The two pre-observations occurred during the first twelve weeks
students.AcknowledgementsThis material is based upon work supported by the National Science Foundation under GrantNos. 1664264 and 1664266. Any opinions, findings, and conclusions or recommendationsexpressed in this material are those of the author(s) and do not necessarily reflect the views ofthe National Science Foundation.References[1] N. A. of Engineering., “Educating the engineer of 2020 : adapting engineering education to the new century.” National Academies Press, Washington, D.C., 2005.[2] N. Nielsen, N. R. C. (U.S.)., and P. C. on E. on S. I. in U. S. Education., “Promising practices in undergraduate science, technology, engineering, and mathematics education : summary of two workshops.” National Academies Press, Washington, D.C., 2011
(learning by applying information) and reflective learning (learning byexamining/manipulating information) [2]. At the same time, deeper learning is also achievedthrough peer-to-peer collaboration. To achieve this, students are paired based on experience andinterest, which helps keep them engaged throughout the course [3]. In this way, students mustbecome familiar with topics of less interest or familiarity, but also thrive by inevitably teachingothers topics they are familiar with, which also helps keep them engaged due to the confidencethey already have with the material they are assisting others with [3] and increases their ownlearning through teaching [4].While the teaching approaches incorporated into the developed course are suitable for
student development and transfer into engineering.Participants were recruited from the 2013 to 2016 cohorts through a recruitment email explainingthe purpose of the study. Two focus groups of six participants each were conducted, lastingapproximately 75 minutes each. Focus group participants provided their consent for recordingthe session. Following an introduction, overview of the study, and completion of the IRB consentforms, the focus group facilitator engaged the students in a series of discussion questions andactivities, encouraging students to reflect on and share about their experiences in the FYSEprogram. After the sessions, the recordings were transcribed and reviewed by the researchers.Transcriptions and notes were then coded for
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