and abandoned properties, and building on a sense of pride of place among the residents. Two undergraduate anthropology students studied, ethnographically, the interactions of the interns (e.g. Bernard 2011). They spent all 10 weeks observing the interns’ daily activities, participating in group events, conducting interviews, and analyzing interns’ periodic reflections. Two anthropology faculty met regularly with them. This paper principally relies on their anthropological analysis. This paper highlights some of the successes and challenges involved when the number of
hands-oninstruction to students on a variety of topics. Each week the program followed a similar pattern,involving a warm-up discussion about a professional from a STEM field, a thematic mainactivity, and a closing portion that encouraged review and reflection. At select points in theprogram, a field trip was incorporated that allowed students to visit university labs, sciencemuseums, or engineering open houses.SEBA Project OutcomesOver the course of the project multiple measures were used to assess student attitudes,engagement, and the overall impact that teaching assistants, parents, and mentors had onstudents’ perspective of STEM. Feedback about the program design, implementation, content,and outcomes was obtained from school staff, parents
location and expectations of the library. One partner suggestedstudents in the future should create a design proposal and meet with them part way through forhelp, guidance, and improvements before they were finalized. One partner commented that theydidn’t think the students’ designs “reflect[ed] all the effort they seemed to put into it! If I'd seenthe drawing earlier on, I think I could have helped them push their ideas a little further.”In addition to surveying the partners to see if they would be willing to participate in the projectagain, they were asked if they would recommend partnering with this course’s project to othergroups or organizations similar to theirs. Three of the four partners said “yes,” and the fourthpartner said “maybe” and
that the insidetemperature was suitable for a puppy (less than 32 C) when the outside structure is “out in thesun” (exposed to a heat lamp) for 30 minutes. Several different types of building materials wereavailable for purchase for the students, including items such as cardboard, foil, foam core board,and other items. If students have completed a science section covering colors and their propertiesof absorbing or reflecting light (as have these middle schoolers), the project should reinforce thatsubject matter. A discussion on the concept of the flow of heat energy was also conducted priorto the project start. After the students tested their dog houses, they were given a chance to makedesign revisions based on their results. Students
course express an intention to continue computer science education at a local community college. We found that many students enjoyed creating programs and were proud of their success in creating these programs. Based on written reflections. Many of our undergraduate student assistants state that they learned a tremendous amount from this experience. We also observe improved teaching and communication skills.1 Program OverviewOur four-week introductory computer programming course follows a university-style schedule:two ninety minute lecture periods per week along with a separate weekly two hour lab session.Lecturers from California Polytechnic State University, San Luis Obispo (Cal Poly), serve both ascourse designers
of Institutions of HigherEducation [1]. As the 4th largest academic unit on VCU’s campus, the School of Engineering iscomprised of 2,000 students with demographics that reflect the diverse community in which itserves. The development of collaborations such as public-private partnerships and projects withlocal communities has been VCU Engineering’s essential ingredient for talent development, notonly because of well-established relationships with the business community, but also becausethese community partnerships give way to a continuum of college-bound students that translatesinto a sustainable diverse STEM pipeline. The desire to expand the number of public-privatepartnerships within the local community, however, presents both
modules, one of which is on DIY Solutions. Other topics includebioconstruction, rain water harvesting, and off-grid electricity, and reflections using ideas fromthe Philosophy of Technology.As of the writing of this article, three 3-hour class periods have been devoted toward training thestudents on the materials and techniques necessary to build the basic DIY solutions and also onhow to deliver workshops “train-the-trainers” [12]. This includes training to lead brainstormingactivities, conduct mental health exercises, perform surveys, and promote balanced gender rolesand language. The students are divided into four groups of six, and each group has theresponsibility to identify a community that it interested in the activity and organize a
understood of the role of international engineers, and inparticular, engineering students, in the research and design behind such products. In looking atthese gaps in academic literature, this paper will employ the use of autoethnography, the processof using one’s own experience and narrative to formulate and piece together the context of theirexperience in a reflective and analytical manner.11, 12. This methodology will prove important inunderstanding the context of the taboo issue the engineering student will confront. To assesspreparedness for working with taboo subjects, the metrics of global preparedness and globalcompetency will be examined and tested through the use of an autoethnographic study designedto examine the experience. These
Student C. The findings suggested the community-basedparticipatory research project positively influenced the ECE students’ motivation inprofessional development, skill levels of problem solving, and interpersonalcommunication.Lessons LearnedThe engineering students identified some of the problems faced by children with ASDwho attended a special education school, worked out solutions to implement change,and reflected on the process. The service learning project improved the quality ofprofessional development for several reasons. First, action engagement improved thestudents’ domain knowledge of local work practice through personal involvement.Additionally, personal involvement by the students enhanced their emotionalunderstanding of some
individuals should spend time bettering their community. So, when the opportunity presented itself to assist youth, I could not refuse. However, before diving in, I reflected on my availability and the perceived requirements this project would entail. As important as this project is, it deserves a fair bit of time, energy, and attention. The fact that I am a part of this paper, reveals my decision. This begs the question: If I were to go back, would I still agree to take on this project? The answer to that question is yes. However, there are things I wish I would have known before starting the project, some of which are specific to this project, and others that have been learning lessons I can take onto
, teachers, and parents.Second, it is important to elicit educator feedback and make changes based on that feedback.Through cycles of design, reflection, and feedback, we co-designed and vetted a sizablecollection of unique curricular materials which we hope will serve as a resource for teachers atLunar Prep for years to come. The chief drawback of engaging in this sustained encounter wasthe huge time commitment required of both parties. Collaborative activities included visits,biweekly meetings, curriculum development, and professional development. Investing less timein these activities would have undoubtedly decreased the success of the partnership.Conclusion and Next StepsIn the future, we plan to grow both the number of partnerships and the
needs. Firstly,the benefit is for the community that is served by students, and secondly, students areencouraged to connect and reflect how their education connects to their professional career.Through this experience students feel better about their actions and understand the need andtherefore the impact engineers have on a community. This encourages them to learn more abouttheir chosen profession, and feel more confident about their achievements.Also, students have a chance to practice and apply what they learn in class in a real project wherethey are exposed to the results of their design. The positive side of the service learning is in theend, the students are giving back to the communities and society the knowledge they gained inthe
Understanding functions rank asthe strongest influencers on Head Mentors’ motivation for volunteering. The differencesbetween Values and the Understanding are statistically significant compared to each other, andare also statistically different when either function is compared to all of the others. Asinfluencers these are followed by Enhancement, Social, Career, and Protective, although theonly statistically significant difference among these four functions is between Enhancement andProtective. It is important to emphasize that the ANOVA results reflect trends in the relative impact ofthe functions on the average respondent: specifically, that the Values score for the averageDREAM Head Mentor was greater than their scores in the other functions
questions are critical to understand if theavailability of LTS opportunities to engineering students are to continue to grow and flourish. Page 26.1078.16AcknowledgmentsThis material is based upon work supported by the National Science Foundation under DUEGrant Nos. 1022927, 1022883, 1022738, 1023022, and 1022831. Any opinions, findings, andconclusions or recommendations expressed in this material are those of the author(s) and do notnecessarily reflect the views of the National Science Foundation.References1. Pew Research Center. 2010. Millennials: A Portrait of Generation Next. http://www.pewresearch.org/millennials/ Accessed 1/23/2015.2
, year-longprocess of learning, reflection, and support by colleagues. Another important difference is that faculty learning community emphasized onrelationship development and community building among faculty. As noted by prior research onsocialization, successful relationships cultivated through organizational connections furtherembed and empower individuals to participate, identify, and engage more deeply with theirorganization (Kramer & Miller, 2014, see also Illiesa, Dimotakisc & Spitzmullera, 2013). FLCsdesigned specifically for new faculty, as in the case of this study, provide coaching andleadership opportunities for individuals who are already experiencing organizational change andtransition. It is therefore conceivable
mentors to create a network of support; iii) reflect on the past to learnmore about oneself and others; and iv) develop new ideas through critical thinking and questioning to becomestronger each day. In effect, EduGuide seeks to develop one’s mind-set, confidence, knowledge, skills,resilience/grit, and self-control, to enhance one’s personal development, understanding of the college culture andwhat it takes to succeed in college.The EduGuide program is used by each STEMGROW student intern throughout the summer and evaluated on theeffectiveness of both the program itself and of the mentors that act as coaches through the online platform. In thismanner, each intern can get coaching and mentoring from all the graduate, undergraduate and faculty
seemsbright; yet the rapid emergence of these offerings (and the position of many outside the requiredcurriculum) has outpaced our ability to assess potential learning outcomes for participatingstudents. This paper aims to contribute evidence regarding the engagement and cultural agility ofengineering students, providing data-driven insight and reflection in the process.Our research effort focuses on two specific working hypotheses: H1: Service-oriented international experiences attract engineering students with an intercultural mindset H2: Participation in service-oriented experiences will lead to elevated intercultural proficiency for engineering studentsThese research hypotheses will be tested in the following ways
could examine other ways to view studentvolunteerism and the potential effects that those experiences have on the attitudes of personaland professional social responsibility in engineering students.AcknowledgementsThis material is based on work supported by the National Science Foundation under Grant#1158863. 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 NationalScience Foundation.Bibliography1 A. W. Astin, L. J. Vogelgesang, E. K. Ikeda and J. A. Yee, How Service Learning Affects Students, Los Angeles: Higher Education Research Institute, 2000.2 J. S. Eyler, D. E. Giles, C. M. Stenson and C. J. Gray, "At a Glace: What We
; Oakes, W. C., “Learning by doing: reflections of the EPICS program, International Journal for Service Learning in Engineering,” Humanitarian Engineering and Social Entrepreneurship, 1–32, 2014.[12] Cortese, A., “The critical role of higher education in creating a sustainable future,” Planning for Higher Education, 15–22, 2003.[13] “Mines team makes City/School Administration Center more green,” http://rapidcityjournal.com/news/local/mines-team-makes-city-school-administration- center-more-green/article_5d48f6bc-6754-573f-8653-70ffc3de83b2.html, Feb. 26, 2018.[14] “Hardrocker sustainability team gives presentation on how CSAC building can save money,” http://www.blackhillsfox.com/content/news/Hardrocker
a lab-styleenvironment. Students were expected to learn the design process as part of their service/designexperience under the guidance of a faculty member and professionals.Assessment of the course was provided via open-ended written reflections. Students indicatedthat the documentation requirements were overwhelming the service and design aspects of thecourse. In spite of their frustration with the documentation, students indicated that they valuedthe service aspect of the course.The instructors’ assessment mirrored that of the students. The focus of the course was incorrect.In the pursuit of providing resources to help students not waste time, the instructors felt studentsspent an exorbitant amount of time documenting rather than
amount of engineering workthroughout the entire term. While there are merits to different approaches of classroom teamassignments, project alternative design approaches, and variations in team sizes, the university-wide program appears to be best served on a case-by case basis, for which the needs of thecommunity are reflected in the team formulation in the academic course.The university-wide program improves the management of the partnerships as the programstructures the coursework and project development. Often, projects crossing disciplines retainseparate course numbers such that students in the civil engineering program can be assessedaccording to departmental standards. Project contracts are written prior to the semester to aid
included a design sprint topractice design thinking, an introduction to the team’s selected focus area (presented by subjectmatter experts), and then proceeded with design thinking activities, further defining needs andinterests within the focus areas, ideating and then prototyping solutions, and developing actionplans. The curriculum included community-led, hands-on and practical exploration, ideation,prototyping, feedback and reflection sessions that resulted in a conceptual design conceived bythe community team.4.3. Symposium MethodologyOrganizing TeamThe organizing team for this symposium included several members of the IUDC, each of whomis a principal author of this work: 3 professors (Marcel Castro, Electrical Engineering;Christopher
.[5] W. Lee and N. Conklin, “High-altitude radiation detector (HARD): An exemplary means to stimulate electrical and computer engineering undergraduate research,” in Proc. ASEE Annual Conference and Exposition, June 14-18, 2014, Indianapolis, IN, pp. 1-12.[6] K. Arnsdorff, A. Chen, R. McCord, and S. Peuker, “Work in progress - Student description of self-regulated learning: A qualitative investigation of students' reflection on their first semester in engineering,” in Proc. First-Year Experience Conf., August 6-8, 2017, Daytona Beach, FL, pp. 1-5.[7] O. Lawanto and H.B. Santoso, “Development and validation of the engineering design metacognitive questionnaire,” in Proc. ASEE Annual Conference and Exposition, June 15-18, 2014
to the local context. They are therefore unable to neither take fulladvantage of local knowledge nor develop city-wide /’at-scale’ responses.”vii “The practice of approaching services’ in an individualized, technocratic form highly reliantupon engineering solutions and expert knowledge reflects institutional and management overlapsand incoherencies between sectors that are not required or in the habit of communicating,whether across governmental ministries, departments or donors, and indeed, is valid across theservices’ spectrum, whether for waste, water, food or energy. … Approaches to municipal wastertend to be fairly technocratic in provision and analysis, ignoring the overlapping effects of wasteon water, sanitation, food and health
elementary students, and in discussing possible pathways intoengineering with the elementary students. Perhaps these changes could improve the impact of theWP on college students, and provide further evidence for positive impacts on the elementarystudents.AcknowledgementThis research received no specific grant from any funding agency in the public, commercial, ornot-for-profit sectors. Any opinions, findings, conclusions, and recommendations expressed inthis paper are those of the authors and do not necessarily reflect the views of the university.ReferencesBielefeldt, A. R., & Canney, N. (2014). Impacts of service-learning on the professional social responsibility attitudes of engineering students. International Journal for Service
participate in policy making [2], be more inventive and improve economiccompetitiveness [3], and, most importantly, leverage different aspects of engineering to nurturethe interest of the youth, especially girls and underrepresented minorities to pursue engineeringstudies and career [4]. Public outreach is an important component of the national STEM educationecosystem and is reflective of the reality that there are ample opportunities for the public to knowabout science and technology outside of formal classroom settings [5]. In the USA, a majority ofthe public (62%) encounters science at informal science venues [6] such as festivals, fairs,exhibitions, summer camps, hands-on workshops, and online resources developed for STEMoutreach. These programs
need, meanwhile drawing upon the insights of non-engineeringclassmates to weigh technology against culture, cost, educational capabilities and operationalrequirements.Throughout the process, students are required to reflect on the process as well as on theirsuccesses and struggles. Comments from students over the three years of the course are used tohighlight specific learning outcomes. ● “Perhaps my view was too idealistic at the start of the course, but I am now at least aware that despite the best of intentions, many factors have to be well thought out before a large-scale project can help those in need sustainably. Furthermore, I am now aware of practical ways to account for the needs of project beneficiaries and ensure these
present.These results reflect the reduced communication channels between the instructor and the student.When the student is given a hands-on task, the reduced communication channels impacted theability of the instructor to convey information. One of the key metrics that demonstrates this wasthat students provided significantly lower scores for ”Communicate Effectively with Instructor”when the instructor was telepresent instead of co-located.Interestingly, students also gave lower scores to the telepresent instructor for questions about theirinterest in doing future work. In response to questions about their interest in doing future workdesigning such projects and in working with hot glue guns, students gave the telepresentinstructor significantly lower
% 23% 26 *Central tendency (Mode) is highlightedThe participants’ beliefs about whether volunteerism can contribute to career advancement weremore mixed with most participants reporting neutral responses. While it is possible that thevolunteer engineers may be coming from a place of genuine altruism rather than self-interest asthey concentrated time and effort to volunteering with underserved students, it might also be thecase that corporate culture does not actively promote or demonstrate the value of volunteerism tothe workforce. These beliefs may be reflected in the results. Page 26.1508.16Table 3b. Agreement with statements related