participation. The diversityof the participants reflects the diversity of the local community. Over half of the participants arefemale, the majority are immigrants themselves or children of immigrants, and members of thegroup speak over twenty different languages. Currently 24% of participants are Latino/Hispanic,18% are Asian/Pacific Islander, 14% are South East Asian, 12% are African American, and 10%are West Indian.Conducting the participatory action researchDuring this twelve-month project, researchers and program leaders worked with a cohort of eightNew York City public high school and early college students who were already working for thescience museum as docents with a focus on a major exhibition about design engineering. Theseyoung people
where participants Theatrical performance by the CRLT teaching define inclusive teaching, reflect on the Players with a series of short plays 75 min - IAs impact of social identities on teaching, addressing topics including student 90 min - GSIs examine scenarios related to classroom diversity, teaching persona, and climate, and brainstorm strategies to microaggressions. Structured table make the learning environment more discussions were led by trained facilitators inclusive. at key moments during the performance. Two concur- In the first session, participants choose one of the following topics: leading
STEM courses and postsecondary majorsin the STEM fields.BackgroundScience, technology, engineering, and mathematics (STEM) is critical for our future advancement.However, the diverse workforce required to drive STEM advancements forward is lacking. Thisshortage is due in-part to academic preparation disparities, which appear early in the elementaryschool years and continue into the 8th grade [1]; national test scores suggest that many U.S.students finish the middle grades underprepared in STEM subjects [1-5]. The National Assessmentof Educational Progress finds roughly 75% of U.S. 8th graders are not proficient in math at theend of 8th grade [2]. Reflecting on the disparity of URMs in the U.S. that enter the STEM fields,fostering success among
townsuffering from a natural disaster. Built into the curriculum are numerous opportunities for youthto reflect on the relevance of program activities to their interests and their lives, which priorresearch has suggested help to increase youth interest and persistence in STEM. Here, we reporton the field trial of this program, and examine the efficacy of the program for increasing youthmotivation and aspirations in STEM, enhancing their abilities to engage in engineering designpractices, and for developing their capacity to use UAVs to address scientific and engineeringproblems. We also report on the changes the program had on youth perceptions of UAV/Drones:from considering UAVs as “toys” to realizing they can be used as “tools” to support science
the Innovation Cycle of Educational Practice and Research be modified to reflect a meaningful agenda for broadening participation of African Americans in engineering and computer science?The conceptual framework guiding this study is the Innovation Cycle of Educational Practiceand Research [3]. This model depicts an idealized, cyclical relationship between research andpractice: a scenario in which practical issues drive research questions and research insightsinfluence what happens in practice. Unfortunately, this is rarely what happens in reality—mostof what happens in practice is not informed by research, nor is it properly assessed for accuracyof meeting objectives [3]. The same is often true in the reverse, as research
plans, learning activities, assessments, and teaching. The program has been delivered each semester since Fall 2015. This paper will present an assessment of the impact of the program on course development and delivery. Mentor and instructor assessments and reflections from 2.5 years of the program are analyzed to identify effective program elements and areas for improvement. Ideas were compiled and used to design a transition of the program to a semi‐autonomous course‐development and delivery‐mentoring platform that will be available online. Introduction The United Nations (UN) introduced the Sustainable Development Goals (SDGs) in 2015 as the framework for the 2030 Agenda for Sustainable Development. The 17 SDGs build on the Millennium
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
existand might never be found” [10]. What this lack of definability likely means is leadership ismultifaceted, needing to be defined and bounded within the context in which the process is beingexamined. As such, the literature on leadership within particular domains (like engineering) tendsto reflect consensus, in spite of a lack of broader consensus across the field of leadership.While definitions of leadership vary widely, they can largely be placed into one of two groups.The first group, include those definitions that look at leadership as a set of traits that the mostsuccessful leaders have, the trait theories [11]. These theories of leadership have largely fallen outof favor in western cultures over the past one – two generations [12]. During
contributed to the students’ success in coursework. The followingare some responses that highlight perception of these skills. These first comments reflect theutility of professional skills and how work helps learners to learn them: DP1: “I am only a few weeks into my first course in my degree so the GPA is not reflective of my current progress. However, I do believe that having some experience in the work force has given me perspective on what I'm learning as well as having professionalism in emails and speaking with my professor. I also think that after working for a year, I have a better understanding in working with other people in a group setting.” DP2: “More comfortable asking questions; improved leadership
United States moves toward minority-majority status, that change isnot reflected in the number of graduate degrees being awarded to underrepresented minorities.The Preparing Engineering Graduates Students for the 21st Century (PEGS21) project at UCDavis seeks to look at the transition from undergraduate to graduate study and extend priorresearch that identifies barriers to graduate degree attainment in first generation students.PEGS21 scholars participate in weekly seminars and a series of professional developmentworkshops in the UC Davis GradPathways program and are asked to reflect on the value of eachworkshop on their learning. Analysis of the results from these reflection assignments suggeststhat GradPathways workshops have the potential to
not only was this exhausting, but that it worked against theirmastery of the concepts: Having a whole day of lectures, theoretically, allows students to focus on the work and ask questions in a ordered, consecutive manner. Unfortunately, owing to the long days [specifically in CHE3005W] this was not achieved practically as the long hours is exhausting for the student and the lecturers. Additionally, it was difficult to not really know anything about the topic at 10h00 and then by 18h00 essentially finishing two weeks worth of information. If one did not understand a concept or if one needs time to reflect on the work to fully understand it, meridian was the only time to do so to ensure that one
canfertilize the learning of these subjects as well as engineering in general, the inclusion ofwriting/communication in the curriculum should become easier.Writing as a cognitive processIn order to write about something, we need to understand in depth what we write about - writingis therefore a learning strategy for reaching deeper knowledge and new insights. The writingprocess has been shown to have positive aspects besides that writing itself, for example toimprove student reflection [12, 13], and to improve critical thinking skills [14]. As noted earlier,both integration in regular courses and progression over the entire curriculum is important.Towards this aim, it is beneficial to break down ”writing” to units that can be distinguished
knowledge aboutengineering and application of their pedagogical knowledge. In the scope of this program,teachers implemented STEM activities with students by using curriculum materials from the PDprogram, and they were asked to provide reflective critiques on their pedagogical practices.Analysis was based on video-recorded lessons, and teachers’ reflective critiques indicated thatteachers’ pedagogical content knowledge and practices improved; however, they mostly adheredto the curriculum without modifying it for their classroom. This result suggests that the teacherswere able to apply what they had learned in the PD, but were unable to synthesize newcurriculum.Teacher PDs where authentic engineering design challenges have been shown to have
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
between 2007 and 2014. Research sites include four of the top ten producers of U.S.Hispanic/Latino engineers; the framework of transfer student capital was used to organize thisstudy's data collection and analytical plan.For our 2018 ASEE poster, we explore engineering transfer students’ reflective responses toquestions about their perceptions of the transfer processes; it represents an area of investigationthat falls under the Transfer Student Capital component of Laanan’s research framework.Through our analyses, we identify emergent constructs and explore differences across subgroupsof transfer students (i.e., type of institution - selective versus open enrollment; type of transferpathway - lateral versus vertical; student status as Hispanic
pairs to solve problems or complete 50% assignments. Have students work on real‐world problems or contextual examples. 50% Hold all students in a group accountable for group projects. 50% Moderate Change Provide means for students to ask questions outside of class (i.e., discussion forum, chat). 50% Use peer mentors to support student problem solving and/or reflection. 50% Big Change Teach strategies for solving problems rather
respect to their everyday lives. This idea wasreinforced with the integration of reflection questions interspersed within the everyday usessection where students are encouraged to elaborate on their personal experiences with a specificconcept. Examining the topic of orthographic projection, the idea of using a glass box to containa fragile sample for viewing in a museum environment like the bird nest in Figure 2, wouldlikely be familiar to most students making it a relevant example to incorporate into the PBLM.Figure 2: Everyday uses example: bird nest for observation.A corresponding reflection question inquires about places the student may have seen somethingsimilar, such as sports memorabilia. This real-world example helps put into perspective
’ designalternatives and matrices. Studies show that student learning improves when they are exposed tothe ideas of others, when they respond to the questions and critique of peers, when they formmore substantial justifications for their views, and when they evaluate competing ideas throughargumentation [24, 25]. Following the gallery walk student teams are given time to reflect oncritical feedback and revise their own work. Effective reflection includes keeping a record ofchanges made and justification of those changes. During stage five, prototypes of the bestdesigns – as determined through matrix scoringand argumentation in the previous stages – arebuilt and tested (Fig. 3). Importantly, this is afluid, iterative process; iterative design
reflection on the technical, social, and ethical contexts of their work. Weexplain how the Habits of Mind structured our pedagogy from the problem identification phasethrough project completion. We describe the phases of the team’s engagement with stakeholdersat Punta Leona Hotel and Club Beach Resort, including: early problem identification regardingenergy conservation and saving concerns; project development, in which students developed asolution centered around remote, app-based control of large energy consuming devices (e.g., airconditioning units) using Internet of Things (IoT); execution and implementation of the projectover a three week period during a study abroad trip in Costa Rica; and remote follow up withstakeholders after project
verbal;active to reflective; and sequential to global. Notably, the Felder-Soloman Index does notencompass personality traits, e.g. introversion/extroversion. Roy and colleagues [7] assessed best practices in administering Massive Open Online Courses(MOOCs, e.g. Coursera), and endeavored to analyze learner patterns that emerge from the“tremendous amount of data” originating from the amount and quality of participation inMOOCs. The authors assert that data often considered demographic—such as socioeconomicstatus, race, or gender—constitute essential components of building an effective tool forexamining learner patterns. Roy et al. [7] propose the following MOOC learner patterns basedupon clustering, supported by statistically significant T-tests
. Studentsfrom across the globe developed action plans to potentially address problems within theircommunities. Students were encouraged to consider real-life scenarios of their choice that couldbe further refined and potentially implemented upon return to their home countries. The structureof the small group sessions allowed students to be members of international teams, agree upon aproblem to tackle, conduct early research, and propose a concrete path towards addressing one ofthe SDGs. Semi-structured qualitative data collection was used for the project, to uncover trendsthat connect humanitarian engineering activities at international conferences to the GCs and theSDGs. Data collection through crowdsourcing, utilized pre-and post activity reflections
siteprovided students with ADHD an opportunity to engage in research outside the confines of thetraditional engineering curriculum and interact with other students facing similar challenges. Thispaper presents quantitative and qualitative findings from a semi-structured interview and post-program survey of the students’ experiences. Overall, the major findings suggest that participatingin the program enhanced students’ 1) interest in engineering research, 2) interest in pursuinggraduate studies in engineering, and 3) feelings of belonging in engineering. For instance, allparticipants (N=10) responded either “agree” or “strongly agree” to statements reflecting thatattending the REU site increased their interest in research and in pursuing graduate
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
that of thestudents’ perceptions of engineering in regard to their own engineering identity and abilities. In a study by M. Besterfield-Sacre in 1997, incoming engineering students were surveyed ontheir perceptions of engineering as a field, their own abilities as engineers, and their confidencein their success [1]. The performance and retention of the students were then tracked for thefollowing three years and related back to their initial attitudes. Students who left engineering ingood academic standing had significantly different attitudes about themselves and engineeringcompared to students who stayed in engineering, or who left in poor academic standing. Theinitial attitudes of students who left in good standing reflected significantly
toconduct tasks. Similarly, competence describes a student’s belief in their ability tounderstand content. Performance and competence are closely linked. In later quantitativestudies of identity, these factors were combined into one performance/competence factor,thus reflecting student’s self-perception of performance as linked to their actualperformance. Recognition describes how parents, relatives, friends, and instructors seethe student in a given context. This framework was expanded by Hazari, Sonnert, Sadler,and Shanahan (2010) in their quantitative analysis of physics identity with the addition ofinterest to the framework. Interest describes one’s enjoyment in learning or interest inlearning about engineering. The PCIR framework refers to the
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
material and in-class activities, a cognitivist approach. The final four semesters (n=152) were structured with aflipped classroom approach. Students accessed course material through weekly online modulesand class time was spent in reflective discussion and experiences based on the material offeredonline, a constructivist approach. The survey included 55 items that covered seven sub-scales:understanding of ethical issues, global awareness (world view), communication skills,organization/leadership skills, self-knowledge, creativity, and teamwork. Only student paired(pre and post) data were used in the analyses in this study. Most survey items had a significantincrease from pre to post course survey response in the desired direction. To evaluate
reflecting on a Capstone experience with the purpose ofsuggestions for improving the experience. The contrast of the ACM literature and the ASEEliterature is that software projects tend to be more focused on design and verification, where theengineering papers tend to have more focus on process such as funding and project launch. Inboth the ACM and ASEE literature review it was most common for Capstone experiences tospan two semesters with some literature suggesting that going to a two-semester program wouldbe beneficial [11].In the literature, the following common question groups were observed, and informed theanalysis and narrative of the case studies in this work: • Project format: How are projects assigned? Are students working independently
coursework.ImplementationTheoretical Framework:The current version of the project was implemented as a cornerstone project (a term commonlyused to refer to a culminating first-year engineering design experience) in 2014 within the secondsemester Programming 2 course of Ohio Northern University’s first-year programmingsequence. To ground the project in a pedagogical framework, this section will outline thetheoretical underpinnings of the project design.As mentioned in the Introduction, the Kolb Cycle of Experiential Learning, illustrated inFigure 1, was used to help organize the series of cornerstone activities into a cyclic pattern ofexperiences and reflections. The cycle was augmented by Greenaway’s Active Reviewing Cycle,a model which provides a different way to examine
-level electrical and computer engineering course. The primary source ofdata was 21 transcribed audio recordings of design meetings and is supplemented withinterviews, reflections, and course artifacts. Thematic analysis revealed 10 themes that representconnections and disconnections between the process used and a common five-stage designthinking process (empathize, define, ideate, prototype, and test). These themes demonstrate someof the opportunities and challenges related to design thinking within an engineering coursedesign setting. In particular, they suggest that engineering course design is a relevant context fordesign thinking, but one to which design thinking methods do not always naturally translated.Future work should focus on better