Engineering Education, 2019 Reflections on Eight Years of Undergraduate Research at Our Community CollegeAbstractSince 2010, San Antonio College (SAC) has been the center of a continuously increasing familyof undergraduate research projects hosted by Texas’ first Math, Engineering, and ScienceAchievement (MESA) Center. A paper presented at the 2012 ASEE Conference in San Antoniodescribed the start of this program at this community college. It has been widely reported thatundergraduate research programs at four-year institutions increase retention, improve students’success, and produce higher quality graduates. Results demonstrate that two-year institutions canalso initiate and maintain successful
Paper ID #26319Exploring Ways to Develop Reflective Engineers: Toward Phronesis-CenteredEngineering EducationDr. Jeong-Hee Kim, Texas Tech University Jeong-Hee Kim is Professor of Curriculum Studies and Teacher Education in the Department of Curricu- lum and Instruction at Texas Tech University. Kim is a curriculum theorist, teacher educator, and narra- tive inquiry methodologist. Her research centers on various epistemological underpinnings of curriculum studies, particularly engaging in hermeneutical excavation of the stories of students and teachers around the notion of Bildung, a human way of developing or cultivating
Paper ID #24862Board 135: Reflecting on 20 Years of the Attracting Women into Engineering(AWE) WorkshopMiss Mahaa Mayeesha Ahmed, Rowan University Mahaa Ahmed is currently a senior at Rowan University in Glassboro, NJ studying Biological Sciences and Philosophy and Religion Studies with a minor in Dance. She is a student worker in the Outreach Office of the Henry M. Rowan College of Engineering and helps coordinate K-12 STEM programs during the academic year as well as STEM camps during the summer. She will be pursuing a MS in Environmental Health at Harvard T.H. Chan School of Public Health upon graduation.Ms. Melanie
Paper ID #25333Alumni Feedback and Reflections on Industrial Demands and Transdisci-plinary Engineering Design EducationMs. Alyona Sharunova, University of Alberta Alyona Sharunova, BSc., is an Education Consultant at the Faculty of Engineering and a former Research Assistant at the Department of Mechanical Engineering at the University of Alberta. Her background is in Psychology, Design, and Educational Development. The scope of her work lies in Transdisciplinary Engi- neering Education, Design Processes, Teaching and Learning Methodologies, Cognitive and Educational Psychology, and Curriculum Design and Enhancement.Miss
bearingeducational experience in which students (a) participate in an organized service activity thatmeets identified community needs, and (b) reflect on the service activity in such a way as to gainfurther understanding of course content, a broader appreciation of the discipline, and anenhanced sense of personal values and civic responsibility” (p. 112). Service-learning has beenadopted into higher education curricula for many of its proven benefits, including improvedstudent civic engagement [2], [3], [4], [5], [6], [7], critical thinking [8], and interpersonal skillslike communication skills [9], [10] and collaboration skills [11], [12], [13]. Based on this well-accepted definition, in spring of 2017, we designed and launched theHunger-Free Texas
Paper ID #25409An Educational Framework to Promote Self-Authorship in Engineering Un-dergraduatesDr. Laura Kasson Fiss, Michigan Technological University Laura Kasson Fiss is a Research Assistant Professor in the Pavlis Honors College at Michigan Techno- logical University. She holds a PhD from Indiana University in English (2013). Her work has appeared in Victorian Periodicals Review, The Lion and the Unicorn, and The Cambridge Companion to Gilbert and Sullivan. In addition to her research on Victorian humor, she conducts higher education research and scholarship on issues of inclusion, reflection, and innovation.Dr
, collaborative in theirdecision-making, and humbly self-confident in their behaviors.The five-semester leadership program, commencing spring of sophomore year, is designed toprovide a cohort of students with a broader perspective of the world in which they will live andwork. Personal growth and self-improvement, rooted in reflection and dialogue, are thefoundation of the program. Engagement with industry professionals and development of self-awareness helps them discover a sense for how they will fit into this world, a deeper insight intotheir individual potential, and a specific view of how they want to begin their professionalcareers. Students earn a certificate in Holistic Leadership upon completion of the program.Students in the Zachry Leadership
experience (in which our undergraduate students teachSTEM activities in elementary after school programs in diverse communities) influence theirideas about: (1) STEM, (2) teaching elementary students about STEM, and (3) teaching diversepopulations of students?, and B) Were there differences in these ideas depending upon theelementary school site where the service learning practicum took place? The undergraduates’experiences and developing perspectives are examined through written reflections and fieldobservations throughout the semester. Instructors' field notes from the service learningexperience are used as a data source of triangulation. In general, results from this study indicatethat undergraduate students’ ideas about STEM and STEM teaching
. Thomas’ research and teaching endeavors are focused on advanced materials for alternative energy sources, sustainable environments, aerospace, and bio-applications from the micro to the nano scale. Her research investigates the fabrication of inorganic and organic thin films and nanofibers for device integration. Thomas’ research group specializes in characterizing, modeling, and integrating materials that demonstrate high levels of biocompatibility, thermal reflectivity, mechanical robustness, and environmental sustainability, such as carbides, sol-gel coatings, high temperature oxides, and sev- eral polymers. Her research is interdisciplinary in nature and fosters collaborations with Chemical and Biomedical
language.Given the diversity within this field, engineering education students’ experiences in this journeycan be very different from one another during their doctoral years. Like any other diversesettings, engineering education students may have needs in common or completely differentwhich required different ways of support.In this study, we are a group of engineering education students and alumni who speak English asour second language (ESL). Using co-operative inquiry, we aimed to reflect on our doctoraljourney in engineering education and highlight the challenges we went through and ways wewere able to overcome them. We are taking the positionality of researcher to participant toexamine our experiences. The challenges are mostly centered over
institution.Ten students earned their bachelors at UC Davis.MethodsThis paper focuses on the written reflective assignments collected in the first two years of thePEGS21 program.Qualitative analysis of written reflectionsStudying language provides insights into what a speaker might be thinking, and to discover theways that language represents and constitutes realities (Johnston, 2004). Specifically, study oflanguage-in-use provides insight into language-users’ self-perception (Rymes, 1995). For thisstudy, it was posited that the language participants used in their reflections would provide insightsinto their first-year graduate experience, particularly their self-efficacy, a term used to describeone’s sense of competence in being able to achieve (Bandura
of the importance of creativity to their professional andleadership development. Then, we explored whether those perceptions could be influenced throughactivity-based learning. Specifically, we embedded creativity concepts and practices within amasters-level engineering course focused on professional and leadership skills at Liverpool JohnMoores University (LJMU). Creativity was introduced through a dedicated 3-hour lecture sessionand several activity-based learning sessions throughout the course. We captured the students’awareness and perceptions of creativity at multiple points throughout the course using acombination of assessments, including tailored questionnaires, the Belbin team roles instrument,self-reflection questionnaires, peer
self evaluations Feedback based on those evaluations A Gantt chart to plan project tasks and timelines Peer mentors Reflections on teamwork topics Mid-semester progress meetingsIce Breaker and Communication Activity. Teams are revealed during lecture, at which pointstudents are encouraged to take seats near their new teammates and quickly exchange names andcontact information. After the teams have a few minutes to chat, we introduce a teaming activity:a logic grid puzzle with 30 written clues, divided as evenly as possible among the team memberson slips of paper. Our puzzle was adapted from [11], and we have made our version availableelectronically [12]. Generally, our students seem familiar with this type of
paired with a “student ambassador”. For Cohort1 Scholars (recruited for Fall 2018), student ambassadors consisted of academically successfuljuniors and seniors who were also leaders of professional societies. These Cohort 1 Scholars will,in turn, serve as student ambassadors for Cohort 2 Scholars (to be recruited for Fall 2019). Underthe mentorship of student ambassadors, the Scholars take part in a variety of daily activitiesincluding a moderated reflection session at the end of each day.The program is structured as follows: It takes place during the summer prior to entering college. It spans two full weeks, from Sunday through the second Saturday. Each Scholar is paired with a student ambassador throughout the course of the program
practitioners haveshown interest in evidenced-based methods of developing student engineers, such asproject-based learning, experiential learning, peer to peer learning, and game-based learning. Thispaper describes an engineering education program that emphasizes technical, professional,creative design skills in our 3rd and 4th year student engineers. This program is continuouslyimproving. Faculty and staff meet each semester to reflect on the prior semester, address studentfeedback, and make specific changes to improve. Learning science tips are weaved into thedynamic program. Motives are pure, but execution can have some challenges. This program’sphilosophy allows faculty to try, get feedback, and pivot. Faculty exemplify iterative design andthe
design courses and are evaluated as graduate attributeoutcomes integral to the Canadian Engineering Accreditation Board (CEAB) evaluationprocesses. Continual course improvement processes require reflection on the success oflearning activities, the tools used for teaching, and alignment of learning outcomes,activities, and assessment. Peer evaluation and feedback tools can encourage studentlearning and leadership development. The method of data collection, the type of feedbackand the contextual validity of the feedback may impact students’ development of useful teambehaviours and personal strategies for working in team environments. Mixed methodsuccessive case study analysis provides insights enabling targeted improvements to learningactivities
technical skills.Although these are necessary for career success and productive work, students must also developcapacities for authentic engineering practices within authentic engineering communities.Specifically, they must develop practices for engaging ill-structured, ambiguous problems, andnavigating complexity and uncertainty through careful, creative application of deep knowledgethat characterize engineering design1. And they must do so in collaboration with others,communicating successfully with diverse stakeholders in formal and informal settings2. Finally,they must cultivate the ability to reflect on the quality of their innovation and communicationefforts3.The NSF and other sponsors fund research experiences for undergraduates (REU
emphasis. Students arerequired to (i) engage in 16 hours of community-based learning experiences and (ii) performcritical reflection and evaluation of their experiences. A primary goal of the ELSJ requirement isto foster a disciplined sensibility toward power and privilege, an understanding of the causes ofhuman suffering, and a sense of personal and civic responsibility for cultural change.The specific learning objectives of an ELSJ class are as follows:ELSJ LO1. Recognize the benefits of life-long responsible citizenship and civic engagement inpersonal and professional activities (Civic Life);ELSJ LO2. Interact appropriately, sensitively and self-critically with people in the communities inwhich they work and appreciate the formal and informal
STEM. 2. Identify how cultural concepts of race, gender, sexuality and disability have shaped scientific thought (and vice versa) through history. 3. Critically evaluate literature regarding ethics and diversity in bioengineering. 4. Analyze how engineers handle implicit bias during research and design processes. 5. Propose approaches to promote ethics and diversity in engineering practice.The honors students attended the same class sessions and completed all assignments as their non-honors peers. In addition, the honors students attended a weekly two-hour discussion section andcompleted additional assignments including weekly readings, written reflections, and a finalpaper on a topic of their choice related to the role of
knowledgeparticipants (middle school students) brought to a two-week STEM summer enrichmentprogram. The study, which is a small piece of a much larger research endeavor, primarily reliedon data collected from interviews with eight individual pod leaders. The results of this studyindicated that elicitation strategies are sometimes hindered by programmatic features–primarilythe time constraints and subsequent lack of time for reflection–of summer enrichment programs.IntroductionThe renewed focus in STEM education has led to the increased number of summer enrichmentprograms across the United States. These programs and other out of school experiences areintended to increase student awareness about and interest in STEM while bringing more studentsinto STEM fields
ClassroomLiterature reporting the implementation of coaching in engineering classrooms demonstratescurricular designs and learning outcomes with positive student outcomes. Stettina, Zhao, Back,and Katzy [26] implemented coaching practices in short stand-up meetings that focused onasking powerful questions to reflect and assess progress on project deliverables. Using a quasi-experimental approach, the researchers found that adding coaching into small stand-up meetingsprovided for successful information exchange and increased student satisfaction in courselearning. Knight, Poppin, Seat, Parsons, and Klukken [29] looked at the impact on teamorientation and team task performance of senior design course teams with graduate levelcoaches. The teams with graduate
first elaborate on the major elements of the liberatory struggle, relationships,understanding, transformation, and solidarity [22]. The first element, relationships, highlightsthe status of the oppressed and oppressor in oppression, “institutionalized dominance of one partof humanity by another” [23, p. 41]. There are oppressors who tend to reproduce the status quo,and there are the oppressed, who are target group in institutionalization of discrimination anddominance. Understanding, is the stage in which the oppressed acknowledge the fact that theyare oppressed and critically seek for the causes. As a result of such critical reflection on the stateof oppression, the oppressed may discover who they really are. However, the oppressed need
class activities found in the scholarly literature. Thesepractices were grounded in experiential and cooperative learning such as visits from experts,round-table discussions, reflections, but still included traditional learning activities such asassigned readings and lectures. Outside the classroom, students actively worked with communitypartners to improve thriving in the community.Gratitude - Gratitude consists of feelings of appreciation for someone in response to receivingintentional benefits, especially at some cost to the benefactor [2], [3]. There are both interpersonaland intrapersonal benefits of gratitude. Gratitude is one of the strongest correlates to emotionalwellbeing [4], life satisfaction, optimism, and reduced anxiety [5]. In
practice and reflection [11].Pilot StudyThe first year of this study we conducted initial interviews with teachers who had previouslyparticipated in a summer camp with primarily Latinx middle school students. The summer campinvolved 3 in-service teachers, 5 graduate students, and 8 undergraduate students working asSTEM summer camp facilitators for 77 middle school students. The pilot study focused on the 3in-service teachers as they navigated working with students in both formal and informal spaces.The goal of the pilot study was to generate some information of in-service teachers’ perceptionsof funds of knowledge and the strategies that teachers used in understanding and elicitingstudents' funds of knowledge. This pilot study served as the
courses. Followingthe first round of exams, students select the course in which they wish to improve theirperformance most significantly and then complete both an exam wrapper survey and learningstrategies survey to evaluate their preparatory behaviors, conceptual understanding, andperformance on the exam. Each student develops an action plan for improvement based on theirresults and begins implementation immediately. Following the second exam, students completean exam wrapper survey followed by a learning journal, in which students evaluate and reflect ontheir adherence to and effectiveness of their action plan and performance on the second exam.We propose that engagement with this exam wrapper activity in the context of the EntangledLearning
from one of the state colleges in our state. In order to create a shared understanding of the assetsthat transfer students bring to our institution, two faculty worked closely with two undergraduate studentsand one adviser. Data collection involved guided reflection writing by the two students and adviser ontopics as informed by the theoretical framework. These reflections bring to light some psychological,social, cognitive, and environmental resources that students in transition can draw on to maximizesuccess and minimize the transfer shock phenomenon.IntroductionTransfer students and their transitions to four-year institutions from two-year/community collegeshas been the focus of many investigations and programs. Research has shown that
challenge and open-endedness. 3. Sustained Inquiry: Plan for an extended period to allow students to learn new topics and explore issues in some depth. 4. Authenticity: Motivate students with problems that connect to applications in the world around them. 5. Student Voice & Choice: Provide students with opportunities to select goals, approaches, and/or evaluation procedures for their work. 6. Reflection: Provide opportunities for students to reflect on their learning, consider what they might have done differently, and connect learning to future work. 7. Critique & Revision: Scaffold PBL with interim assignments, and provide formative feedback for improvement. 8. Public Product: Make student work evident