of Brazilian higher education in general and engineeringeducation, in particular. It is dealing with the potentialities and limits posed by such regulationsthat engineering teachers and/or students 3) conceived the three main types of educativeinitiatives aimed at forming, to some extent, this grassroots/educator engineer profile: servicelearning (out-of-classroom and immersive) practices; theoretical and in-classroom practices; andmixed (both in-classroom and out-of-classroom) practices. Then, in the penultimate section, 4) Ifocus on one of such initiatives’ main challenges: assessing its impacts on the students thatundertake them. I conclude the manuscript with some closing remarks.Methodologically, section 1 is a theoretical reflection
critical reflection of the learner on the experience. Unlessembedded within a course as a service-learning activity (e.g. [13]), there may not be structuredreflection. This is particularly true in co-curricular activities, where advisors may worry thatformal reflection would deter college students from participating. However, the reflection couldoccur informally via a group discussion.Giles and Eyler [11] cite Dewey’s [12] four criteria for projects to be truly educative. The fourcriteria are: generate interest, worthwhile intrinsically, problems that demand new information,and cover a considerable time span. K-12 activities are often designed to be fun, so they arelikely to generate interest on behalf of both the college student and K-12 kids
your own business. The next set of 47 questions asked students to show their level ofagreement (on a 7-point Likert scale from “strongly disagree” to “strongly agree”) withstatements that measure three realms and eight dimensions (see Table 2 below for an explanationof each).Finally, students were asked about their experiences with volunteering and a set of demographicquestions (gender, engineering major, year in school, GPA, race or ethnicity, previous engineeringwork experience, first-generation status, religion, and age). The post-test additionally askedstudents to reflect on their experiences in the course and if they would be willing to do afollow-up interview. Table 2: EPRA Realms and Dimensions Realm
the workshops. 100% of the scouts learned some/alot of Biomedical Engineering, Manufacturing Engineering and Science, 98.3% of the scoutslearned some/a lot of Electrical Engineering, while 96.6% of the scouts learned some/a lot ofComputer Science. Scouts also reflected that they enjoyed the experience very much. 88.0% ofthe scouts really liked Biomedical Engineering workshop, 87.7% of the scouts really likedElectrical Engineering workshop, 93.3% of the scouts really liked Manufacturing Engineeringworkshop, 87.5% of the scouts really liked Computer Science, and 100% of the scouts reallyliked Science. Students also found the workshops increased their interest in STEM courses.RAMP ProgramAn entrance survey and an exit survey were conducted to
implementationThe practice run element holds the space in the process where recruited university studentfacilitators receive training in the curriculum(s) for that month so they can be prepared to supportthe in-classroom activities. While student facilitators were not initially included in the NSFITEST proposal, their engagement in the classroom provides extra hands to support the activitieswhile serving as an engineering role model to the 6th grade students and teachers. All of thestudents volunteering for the program are pursuing degrees in engineering or science- andtechnology-related fields. As indicated by Figure 2, there is a loop from observations, reflections,and artifacts back to intervention design indicating a continuous improvement model
, briefly practice leading the rest of the group through the activity they each learned. Metric source: observation 2) Lead: museum educators/facilitators lead activities with group of children on the public floor of a museum for 1-2 hours. Metric source: observation 3) Reflect: museum educators/facilitators discuss their experience learning and leading activitiesImproving the Engineering Pipeline Through University & Community-Developed Museum-Based Educational Kits Metric: capturing report out/discussionThe full protocol was implemented in Ontario, Portland, Los Angeles, and Fort Lauderdale atthree large museums that serve youth and families. An abridged protocol (which skipped steptwo) was also implemented in
Paper ID #30450Engagement in Practice: Exploring Boundary Spanning in aSchool-University PartnershipDr. Julee Farley, Montgomery County Public Schools and Virginia TechDr. Lisa D. McNair, Virginia Tech Lisa D. McNair is a Professor of Engineering Education at Virginia Tech, where she also serves as Director of the Center for Educational Networks and Impacts at the Institute for Creativity, Arts, and Technology (ICAT). Her research interests include interdisciplinary collaboration, design education, communication studies, identity theory and reflective practice. Projects supported by the National Science Foundation include
this work, in the earlyeighties, Jackson [2] in his book, “Towards a Systems of Systems Methodologies,” divides the typesof complex social systems into six different categories and reflects on the engineering tools that canbe used in each.This article presents a developing methodology that through the application of pluralistic multi-methods from critical systemic thinking, seeks to reduce the complexity of Social Complex Systems(SCS) from both qualitative and quantitative perspectives. This new methodology can help decisionmakers to identify what knowledge or information should be considered when implementing anintervention, then they can decide who should participate and how this participation should takeplace. This new methodology and its
system in order to provide the village of Vuelta Grande withpotable water. The two-week abroad experience in Guatemala, between the fall and springsemesters, consisted of working with the adult leaders of the village to design, procure material,build, and test the rainwater catchment-filter system. During the Spring 2014 semester followingthe experience weekly culmination meetings allowed the students to reflect and document theirexperience in a series of presentations to the college and the local professional community. Thestudent delegates conducted a self-assessment survey in which they rated their growth beforeand after the abroad experience in six relevant constructs related to their professional andpersonal growth. The instrument was based
in Fig 1), ECD projectshave been motivated by faculty and students desire to help, personal and career goals, desires tostudy and work abroad, and desires to solve problems and to gain hands on experience onimpactful work [1][2]. Since then, some scholars have called our attention to how the focus ofwell-intentioned ECD projects on technological fixes and deliverables tend to leave out criticalreflections of engineers’ motivations to be in these projects, and of the processes required tobuild trust and determine communities’ priorities and desires [3][4]. Unfortunately, these calls tocritical reflection in the ECD space are often overshadowed by the continued emergence ofmilestones and challenges (e.g., UN Sustainable Development Goals, NAE
students.The EA Program consists of a four phased model: (i) application process; (ii) preparation fallsemester 2-unit ENGR 98A Global Engineering course building team spirit, studyingGuatemala’s culture, politics and economy; learning about travel and worksite health; andconducting preliminary design for the abroad project; (iii) two-week engineering service-learning1-unit ENGR 98B Engineering abroad course in Guatemala during the winter session workingalongside community members in designing and building community-directed projects; (iv)reflection spring semester weekly meetings delivering presentations and papers on theexperience to the Cabrillo College community, local engineering organizations, and at ASEE andSociety of Professional Engineers
learning/project-based learning experience. Thus, thedecision was made to focus assessment on utilizing a combination of attitudinal as well asreflective student pieces. In fact, many aspects of Problem Based Learning (PBL) are inherent inthis type of project. “While each PBL instructional environment is unique, and therefore merits itsown unique assessment strategy, several alternative assessment techniques seem particularlyappropriate for the PBL learning environment.” 2 Page 26.1758.4 The common assessment pieces of service-based learning and PBL (Problem Based Learning)are specifically structured around the personal reflection pieces
-making difficulties as foundational support (1996). In regards to theassessment tool itself, some items on the CDS have multiple descriptors and statements within asingle item, which can affect their relatability and the accuracy of students’ responses. Forexample, Item 7 states, “Until now, I haven’t given much thought to choosing a career. I feel lostwhen I think about it because I haven’t had many experiences in making decisions on my ownand I don’t have enough information to make a career decision right now”. Students maystrongly agree with the first part but disagree with the statement in its entirety, which wouldmake it difficult to gauge how closely the statement reflects his or her feelings. Slaney agreesthat the multi-component nature
met an engineer, and - communication skills are crucial to practicing engineering.For the past several years, all first-year students majoring in civil and mechanical engineering,approximately 90 students per year, have been required to participate in these afterschoolprograms as “Engineer for a Day.” One engineering major from the class accompanies severalstudents from other majors to an after-school program to assist running a STEM activity. Theimportance of communication in engineering, and of practicing the communication of complexengineering topics to a general audience, is emphasized throughout the course. The engineeringstudents complete a reflection upon return to campus, discuss the experience in class, and use theskills
with a CNC router (each of which includes a sensory pad related to the animal’stexture) and 3D printed plates and rotating shapes. Figure 4 included a number of ADL featuresthat required users to buckle, open, tie, insert, button, zip, and latch. Figures 3 and 4: Example therapy boards from Fall 2017Research MethodologyData for this investigation was collected from students’ self-assessments, written reflections, andpost-course interviews (audio recorded and transcribed). These interviews were semi-structuredin nature, following a general outline of questions related to the project’s learning outcomes,format, instructor’s role, and social responsibility; the students were encouraged to provide inputon any topics they found
, anddid not allow students a chance to feel they were working on something “real”.The 2016 implementation modified the course in several ways. The list of topics covered wasaltered to reflect those topics most directly relevant to the evaporator. Most notably, transientconduction, analogous mass transfer, and computational methods were dropped, and boiling wasadded. Other topics were expanded (convection) or de-emphasized compared to the 2015 course.Initially, it was anticipated that the format of the course would move away from lecture and moretowards directed analysis of the evaporator. However the course ended up enrolling a singlestudent*, who expressed a strong preference for lecture-style class meetings. Out of respect forthis preference
2014 called Repos (an acronym for Oswaldo Sevá Grassroots Engineering Network).Repos’ intended proposals are: to technically support social movements across the country;provide formative experiences for those interested in GE practices; and reflect on Brazilianengineering syllabuses so as to be able to lobby for an engineering education compatible with theformation of grassroots engineers, and assist universities and/or governments in theimplementation of such formation processes [3], [13].From within Repos, it has been consolidated an understanding – or definition – of whatgrassroots engineering is. That is, “a practice that, through university extension, develops socialtechnology along with solidarity enterprises, based on participatory
Capstone course sequence was created to meet the increasing student demand for projectswith a humanitarian engineering context and to develop the global competencies required for studentsto successfully complete these projects. The demand was created due to the number of OSU studentspursing a Humanitarian Engineering Minor and/or the Global Option distinction. Students in theseprograms are required to participate in a capstone design experience that involves a global orhumanitarian focus.This paper will: 1. outline the Global Capstone course sequence development process, 2. describe the structure and learning outcomes of the Global Capstone course, 3. reflect on the challenges associated with managing a program focused on complex real
will have to cultivate if they are interested in creating a TAP of their own. Our hope isthat TAP will be a pilot for other programs that address this need across the country.AcknowledgmentsThis work is currently supported by the Battelle Engineering, Technology, and Human Affairs(BETHA) Endowment and an Impact Grant from The Ohio State University Office of Outreachand Engagement, a program supporting innovative and scholarly engagement programs thatleverage academic excellence of The Ohio State University in mutually beneficial ways withexternal partners. Any opinions, findings, and conclusions or recommendations expressed in thismaterial are those of the author(s) and do not necessarily reflect the views of the BETHAEndowment or the Office
quilombolas (that is, communities of descendants of runaway slaves)), building up cultural and economic empowerment.All projects count with undergraduate and graduate students and a project coordinator, who maybe of Soltec’s permanent staff or a volunteer collaborator.Project training is usually provided in four ways: i) on the teams’ study sessions, which are runevery two weeks or monthly, and are meant to offer space, time, and opportunities to acquiringtheoretical tools for the support of the assisted groups and to reflect and evaluate about theprovided support achievements; ii) on general educative activities offered to all of the Soltec’steams on issues such as solidarity economy, popular education, racism, sexism, LGBTQ-phobia,etc.; iii) on
not necessarily reflect the views of the BETHAEndowment.Bibliography1. Missiuna, C. & Pollock, N. (1991). Play deprivation of children with physical disabilities: The role of the occupational therapist in preventing secondary disability. The American Journal of Occupational Therapy, 45 (10), 882-888.2. Besio, S. (2004). Using assistive technologies to facilitate play by children with motor impairments: A methodological proposal. Technology and Disability, 16(3), 119-30.3. Jones, M. A., McEwen, I. R., & Hansen, L. (2003). Use of power mobility for a young child with spinal muscular atrophy.” Journal of American Physical Therapy Association, 83(3), 253-262.4. Casey, J., Paleg, G., & Livingstone, R. (2013). Facilitating
them. Insome instances, the lack of engagement might be because students are not aware of the HIEP theycan participate in during their program. Acknowledgments This material is based upon work supported by the National Science Foundation underGrant No. 1927218. Any opinion, findings, and conclusions or recommendations expressed inthis material are those of the authors and do not necessarily reflect the views of the NationalScience Foundation.REFERENCES[1] Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215.[2] French, B. F., Immekus, J. C., & Oakes, W. C. (2005). An Examination of Indicators of Engineering
audience participation, as well ascommentary from a distinguished panel of “experts.” Prior to the event, panelists were providedthe full ethics case, alternative courses of action, and the website outcomes, so they had alreadythought about the case and could be ready with observations and insights.Figure 2. Professional Ethics LIVE! skit presentations (2012) The ethics skits, as derivative works of the published cases, warrant specific mention.The instructional approach was to dramatize ethics situations taken from actual professionalpractice, and initially these skits were done on an “improvised” basis, reflecting the initiative,creative talent, and interest of the JPI editor. However, as Professional Ethics LIVE! grew, theneed arose for
order toidentify where these conceptualizations converge with or diverge from imaginaries of“mainstream” engineering; what social order they might promote; what values they might reflect;and what impact they might have on LTS engineers’ work and, by extension, relationship withsociety. In the end, we aim to gain a better understanding about whether the branch of theengineering profession called LTS cultivates imaginaries that echo LTS’s articulated values ofequity, justice, empowerment, and transformation and bring engineers closer to the publics theyaim to serve. Ultimately, we are interested in determining whether LTS aligns itself more closelywith diverse publics’ articulations of their own visions, definitions of their own needs, andvisions
, implement integrated water resources management at all levels, including through transboundary cooperation as appropriate 6.6 By 2020, protect and restore water‐related ecosystems, including mountains, forests, wetlands, rivers, aquifers and lakes The next section begins by explaining the theory of change underlying the USPCSAW project and guiding its activities. It then introduces the project components and describes their alignment with the Water SDG targets. The subsequent section presents the multi‐level assessment approach and results. The final section discusses the challenges and successes of the USPCASW project with particular reflection on the benefits of having a
: ❏ It involves the management of natural resources ❏ It directly impacts energy use ❏ It directly impacts land use ❏ It directly impacts water use ❏ It has social impacts ❏ It has economic impacts ❏ It is related to urban planning ❏ Other:Learning Reflections – First Response In order to understand participants’ first reactions to each of the learning activities theywere involved in, we asked them to complete a “quick and dirty” written response sheet whichasked them to rate the primary learning activity of the day (on a scale of 1 – 5 with 5 being thebest) and to record something they thought they had learned and would “take away” from theactivity. Respondents
, across their entire life span; (2) A great deal of science learning takes place outside school in informal environments, including everyday activity, designed spaces (such as museums), and programs (such as our museum internships); (3) Learning science in informal environments involves developing science related attitudes, emotions, and identities. Informal environments can be particularly important in this endeavor (The exhibit chosen for app development is of interest to the team); (4) Learning experiences are shaped by their cultural-historical backgrounds. This reflects a diversity of perspectives that should be recognized in designing science learning experiences (The exhibit’s content has a personal connection); (5
thermalstorage for rapid produce drying (Year 1); airflow optimization within the structure and waterrecapture during drying (Year 2); irrigation systems using multipurpose thermal storage water(Year 3); retractable insulation systems and blanching to speed the drying process (Year 4).Designs consider systems developed by previous students; as an example, the irrigation systemdesigned in Year 3 uses water from the Year 1 thermal storage tank and delivers water via theracking system developed in Year 2. We are working in close partnership with Stanford’s HaasCenter for Public Service and office of Community Engaged Learning to build both aneducational program and research agenda that emphasize the value of reciprocity, partnership,reflection, evaluation
better reflect the end users. The focus on community needs often attracts more womenthan average non-civic hacks [4].Benefits and goalsHackathons tend to drive intrinsic motivation due to interest in specific topics used and thepotential to impact the real world [12], translating to further action as citizens [13]. Since outputsare not usually viable [14] and prototypes are not polished, tangible outcomes have becomesecondary [4] to building engagement and awareness around the issue [15]. Additionally, it is aunique opportunity to “practice agility, iteration and scoping” [4] in an experiential learningenvironment that educators often fail to provide, especially in non-technical fields [16].Individual motivations are professional and personal
commitment to community-centered design and social justice [5]. Priority 1 is “Practice a community-first model ofdevelopment”, and its subgoals include critically evaluating project success as measured by thecommunity, identifying power imbalances and inequities in student development projects [6],and encouraging transparency in the chapter failures and impacts. Priority 2 is “Develop acommunity of globally-minded students and professionals” which involves ongoing self-reflection and collaborating with both professionals and students of different backgrounds anddisciplines. Priority 3 is “Challenge norms in higher education and STEM” and largely involvesvaluing non-engineering expertise in engineering projects and working towards