each cluster of activities was positioned to create departmental change andrevolutionize engineering education, the evaluators and team members then attempted to identifyhow each cluster of activities worked as change strategies within the model by Henderson,Beach, and Finkelstein (2011). Thus, evaluators were able to identify over twenty distinctclusters of change activities working as change strategies within the four pillars of the changemodel: Curriculum and pedagogy, reflective teachers, policy, and shared vision. Positioningactivities within this model allowed the evaluators and team members to 1) Better understand thebroad scope of departmental activities and change strategies, 2) Identify strengths and challengesassociated with their
emission free power generation. Dr Cosoroaba’s current research interest is engineering education with focus on mastery learning, the effect of social networks in the classroom on student learning and efficient implementation of active learning. c American Society for Engineering Education, 2020 Helping Students Write it Right: Instilling Good Report Writing Habits in a Linear Circuit Lab Course I. IntroductionWriting is often not on the top of student’s priority list when it comes to their laboratoryexperience. This is reflected in the quality of the lab reports they submit. While grading andproviding feedback to students on these reports, the instructor often gets
leadership course with otherECSEL participants. This course was designed to promote professional development, communityamongst the scholars, and connection to the campus community at large while enhancing theiridentity as ECSE majors. As a part of the course students were required to volunteer on campus,share current events with their fellow scholars, participate in in-class activities centered onleadership practices, participate in faculty mentor meetings and complete a reflection paper aboutthat experience, and present to the class an artifact reflective of one’s background. Theseactivities were designed to cultivate an environment of support and connection among scholarswhile also engaging participants in an active learning experience. Such
evaluation data are shown in Table 1 and listed in Fig. 1. They arerespectively about (a) the instructor had clear policies (e.g., grading, attendance, and assignments);(b) the instructor provided useful feedback on my progress within the course; (c) the instructor waswell prepared for in class meetings; (d) examinations and other assignments reflected stated courseobjectives and course material; (e) the instructor was successful in clarifying difficult concepts; (f)the instructor was well prepared for online class sessions and activities.Strongly disagree 1 ----- 5 Strongly agree INSTRUCTOR HAS CLEAR POLICIES INSTRUCTOR PROVIDED FEEDBACK 2018 Fall 2019 Spring
’ ratings fromone moment in time to another. Each survey included 13 questions intended to capture a student’soverall sense of community, derived from the Basic Psychological Need Satisfaction andFrustration Scale [22]: Thinking about your experiences in your undergraduate studies so far, please indicate how true each statement is for you on a scale of 1 (Not at all true) to 5 (Extremely true). Each question also included a ”Not Applicable” option. 1. I feel a sense of choice and freedom in what I undertake 2. I feel capable at what I do 3. I really like the people I interact with 4. I feel confident that I can do things well 5. I feel that my decisions reflect what I really want
from different disciplines 3.14(1.03) 4.14(0.69) Clearly identify the type of knowledge and skills possessed by teammates 3.07(1.07) 4.00(0.82) from other disciplines Accurately recognize goals that reflect the disciplinary backgrounds of 3.00(1.18) 4.00(0.82) other team members Talk about a project design using other discipline language 2.86(1.17) 3.86(1.07)rated as the least confident (M = 2.86). A total of 13 students completed 4 sets of knowledgequestions and confidence level rating in